Minority myths

For The THES to ask whether colleges should accept students with lower A-level scores to boost the numbers of black teachers is an insult to black and ethnic minority teachers, since available evidence suggests they are particularly well qualified. Indeed, a number may seek higher qualifications to overcome anticipated prejudice and discrimination.

If we are to present teaching as an attractive career option for young people from ethnic minorities then we need much more than clever advertising campaigns. The cynic may ask why the TTA is focusing on ethnic minorities only now that there is a recruitment crisis.

Schools, colleges and government agencies need to demonstrate they are doing all they can to promote an inclusive culture. This implies a teacher training curriculum in which issues of racial equality are given greater priority than is the case. This curriculum needs to acknowledge the direct and indirect impact of racism on children and on schools, and to consider the evidence of unintended stereotyping by teachers.

The TTA also needs to take steps to guarantee ethnic minority access to the mandatory headship qualification. There is evidence that a number of those who have made it have encountered considerable hostility and have often arrived in these positions by unusual routes. No one wants to join a profession where their chances of promotion are negligible.

Audrey Osler

Senior lecturer in education University of Birmingham