Abstract
Black people are under‐represented in teaching as a whole, but particularly in promoted posts, and women more so than men. This article draws on research carried out in 1987 into the careers and management development of equal numbers of black and white women teachers. Since the results for white women were similar to those detailed in other studies, the black women′s experience is highlighted. An institution‐based approach to management development, supported by an entitlement to participation, is proposed. Five factors are outlined which need to be taken into account if management development opportunities are to be valuable and relevant to black women teachers: experience of racism in career development; the nature of career path followed; career planning; expectations of training/development; and the shortage of role models and peers.
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