Why are Ethnic Minority Teacher Paid Differently in England: A Preliminary Analysis of the School Workforce Census

Stephen Gorard, Yiyang Gao, Nadia Siddiqui and Beng Huat See
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Stephen Gorard: Durham University Evidence Centre for Education
Yiyang Gao: Durham University Evidence Centre for Education
Nadia Siddiqui: Durham University Evidence Centre for Education
Beng Huat See: Durham University Evidence Centre for Education

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 3s, 4386-4396

Abstract: This paper uses data from the School Workforce Census in England, 2015-2022, to examine differential pay rates for teachers of different ethnic groups. Part of the reason for this is to help understand why ethnic minority teachers are under-represented in the teacher workforce. There are surface differences between the pay of different groups. Black African and Black Caribbean teachers tend to be paid more than average, and Pakistani teachers tend to be paid less. But there are also differences in age, qualifications, region, and phase of education. Taking all of the background and context variables into account, there is no evidence that ethnicity is a clear factor in determining pay. Of course, the reasons why teachers of different ethnicity teach in particular phases and regions may be part of that explanation. However, we will have to look elsewhere to explain the disproportion between ethnic minority teachers and pupils in England, and for the most effective policy levers to increase the supply and retention of minority ethnic teachers. Policymakers and schools could still consider salary incentives to try and attract more minority ethnic undergraduate students to a teaching career, where recruitment and retention of minority ethnic teachers is a challenge.

Date: 2024
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