The status of minority ethnic teachers in England: Institutional racism in the staffroom TITLE: El estatus de los profesores de minorías étnicas en Inglaterra: el racismo institucionalizado en la sala de profesores

Linda M. Hargreaves

Resumen


Este artículo presenta los resultados de una investigación llevada a cabo con profesores negros y de minorías étnicas en Inglaterra, específicamente (i) para verificar si el prestigio de la enseñanza había influido en su decisión de entrar en la profesión y (ii) para descubrir las autopercepciones de su estatus dentro de la profesión. Los datos fueron obtenidos a partir del Proyecto del Estatus del Profesor a nivel nacional, realizado en Inglaterra en 2002-2006, combinados con datos no publicados previamente de un estudio de seguimiento con profesores asiáticos en 2007. Las conclusiones, basadas en grupos de discusión con 65 profesores (afro-caribeños, pakistaníes, indios, de Bangladesh), residentes en cuatro regiones de Inglaterra, indican que a los profesores no les influyó el estatus de la enseñanza sino que habían entrado en la profesión por razones intrínsecas, tales como mejorar el rendimiento de los niños, y de ser modelos de conducta para todos los niños, además de para los demás profesores. Las autopercepciones de su prestigio en el ámbito de la profesión son bajas, como se ve, por ejemplo, en el rechazo de sus metodologías de enseñanza culturalmente sensibles y de sus luchas para alcanzar papeles de liderazgo. Este último hallazgo se avala repetidamente en estudios sobre profesores negros y de minorías étnicas y requiere la monitorización a nivel nacional de las trayectorias de sus carreras.

ABSTRACT

This paper reports research conducted with Black and Minority Ethnic (BME) teachers in England, specifically to find out (i) whether the status of teaching influenced their decisions to join the profession, and (ii) their perceptions of their status within the profession. The data are drawn from the national Teacher Status Project conducted in England 2002-6 combined with previously unpublished data from a follow up study with Asian teachers in 2007. The conclusions, based on focus groups with 65 teachers (African Caribbean, Pakistani, Indian, Bangladeshi) in four regions of England, are that the teachers were not influenced by the status of teaching but joined the profession for intrinsic reasons, such as to improve children’s achievement, and to be role models for all children and for other teachers.  Their self perceptions of their status within the profession are that it is low, as shown, for example, through the rejection of their culturally sensitive approaches to teaching, and their struggles to achieve leadership roles. The latter finding is repeatedly endorsed in studies of BME teachers and demands national monitoring of their career trajectories.


Palabras clave


estatus ocupacional: profesores negros y de minorías étnicas; asiáticos; afro-caribeños; modelos de conducta; discriminación Keywords: occupational status: Black and Minority Ethnic teachers; Asian; African-Caribbean; role models; discrimination

Citas


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