Perceptions of career progress: the experience of Black and Minority Ethnic school leaders

Abstract

The article is based on data from in-depth interviews with 13 deputy or assistant head teachers who had taken part in ‘Investing in Diversity’, a leadership course, unusual in that it is designed for Black and Minority Ethnic (BME) aspirant school leaders. This course is at present only offered in London and Leeds, but it is intended to ‘roll out’ to other regions in the future. There are two relevant contextual factors for the research: the growing ethnic diversity of the school and student population, which is not matched by an equivalent growth in the proportion of BME teachers and school leaders; and the current recruitment and retention crisis relating to school leaders, which has led to a greater national focus on recruiting women and BME staff to leadership roles. The stages of career progress from preparation through establishment to advancement or development and finally to acquisition and performance of the role of head teacher form the framework for discussion of the career paths of the BME staff interviewed, identifying facilitators and barriers to career progress. Drawing on the findings of Bush et al., this article identifies the perceptions and career aspirations of a group of BME leaders who had attended a leadership course. The data indicate the multiple identities of these leaders who have met structural barriers including racism, but who have exercised individual agency in their career progress. Although the participants work in London, lessons can be drawn relating to recruitment and retention issues of BME educational leaders that have implications nationally and internationally.