{"id":70170,"date":"2023-10-09T00:39:44","date_gmt":"2023-10-09T04:39:44","guid":{"rendered":"https:\/\/world.edu\/?p=70170"},"modified":"2023-10-09T00:39:44","modified_gmt":"2023-10-09T04:39:44","slug":"australias-teacher-workforce-has-a-diversity-problem-heres-how-we-can-fix-it","status":"publish","type":"post","link":"https:\/\/world.edu\/australias-teacher-workforce-has-a-diversity-problem-heres-how-we-can-fix-it\/","title":{"rendered":"Australia\u2019s teacher workforce has a diversity problem. Here\u2019s how we can fix it"},"content":{"rendered":"

\"\"<\/p>\n

Australia\u2019s teaching workforce does not reflect the diversity of the Australian community, a situation that has far-reaching implications for our education system.<\/p>\n

As we outline in our\u00a0new research<\/a>, published today, teachers are predominantly Australian-born, female, and non-Indigenous.<\/p>\n

Most hail from middle-class backgrounds with urban upbringings, and are less likely to have disabilities.<\/p>\n

So why is this lack of diversity a problem? And what can be done to help overcome it?<\/p>\n

Teacher shortages and student achievement<\/strong><\/h4>\n

Australia is in the midst of a\u00a0teacher shortage<\/a>, which is affecting schools in unequal ways.<\/p>\n

Schools in rural, remote areas, and those with higher levels of\u00a0disadvantage<\/a>\u00a0have been shown to bear the brunt of this issue.<\/p>\n

Our research suggests diversifying the teaching workforce can help address attaining and retaining teachers in schools and strengthen student outcomes across the board.<\/p>\n

Diversity makes a difference<\/strong><\/h4>\n

Research<\/a>\u00a0shows teachers from minority groups, such as teachers of colour, can increase student achievement, especially for students from the same groups.<\/p>\n

Evidence<\/a>\u00a0also suggests teachers from minority groups often hold higher expectations for their minority students compared with\u00a0majority teachers<\/a>. For example, Black teachers tend to have higher expectations than white teachers of Black students, and students respond to this with greater effort.<\/p>\n

Teachers from minority groups can act as\u00a0role models<\/a>\u00a0for people from similar backgrounds.<\/p>\n

Teachers from minority groups can also act as\u00a0cultural \u201cbridges\u201d<\/a>\u00a0to parents and students from these groups, fostering a sense of belonging and facilitating cultural understanding among students and colleagues.<\/p>\n

Teachers from minority groups are also more likely to stay in hard-to-staff schools impacted the most during a staffing crisis.<\/p>\n

For example, teachers from ethnic minorities are\u00a0more likely<\/a>\u00a0to teach and stay in schools with many minority students, and teachers from rural areas are more likely to teach and remain in\u00a0rural schools<\/a>.<\/p>\n

So, how can we increase the diversity of the teaching workforce?<\/p>\n

Grow-your-own programs<\/strong><\/h4>\n

One approach we examined in our new report is known as a \u201cgrow-your-own program\u201d, which focus on would-be teachers already working in schools. This is where would-be teachers are given financial assistance by governments, and other support such as a mentor or study groups. Upon finishing the program, they become fully qualified teachers in their local school.<\/p>\n

The\u00a0research<\/a>\u00a0shows grow-your-own programs can increase teacher diversity and address staffing shortages. They can support people already working in hard-to-staff schools, such as teacher aides, to undertake teaching qualifications.<\/p>\n

By recruiting people who already have ongoing connections with the community, grow-your-own programs produce graduates likely to take up and retain teaching positions in these communities.<\/p>\n

New South Wales is currently trialling a\u00a0similar program<\/a>\u00a0targeting teacher aides. The Northern Territory and Queensland also have targeted grow-your-own programs for Indigenous people.<\/p>\n

Teacher residency programs<\/strong><\/h4>\n

Teacher residency programs bring candidates into schools from the beginning of their training, where they are closely mentored by experienced teachers.<\/p>\n

Candidates teach actively from the start while completing their teaching qualification.<\/p>\n

These programs are usually focused on increasing the supply of teachers, rather than increasing diversity.<\/p>\n

But since they allow people to earn an income and train at the same time, they can remove\u00a0barriers<\/a>, such as the costs of full-time study, for those from minority groups.<\/p>\n

Targeted scholarships for teacher trainees<\/strong><\/h4>\n

Scholarships can help meet the costs of studying to become a teacher, and have been used for decades, although mostly without an emphasis on teacher diversity.<\/p>\n

Australian departments of education already offer scholarships targeted to Indigenous secondary and university students who want to become teachers, or who are in teacher training.<\/p>\n

We know these scholarships\u00a0do work<\/a>\u00a0to support people into teaching and could be targeted to other minority groups as well.<\/p>\n

Building bridges between VET and teacher training<\/strong><\/h4>\n

Vocational education and training (VET) courses can be easier and cheaper to access than university courses.<\/p>\n

For some students they feel like less of a cultural and financial \u201cleap\u201d than going to university.<\/p>\n

Building pathways<\/a>\u00a0between VET and teacher education courses can help diversify the teaching workforce.\u00a0Victoria University<\/a>\u00a0and Charles Darwin University offer good examples in Australia.<\/p>\n

Overcoming barriers<\/strong><\/h4>\n

Those wishing to become teachers in Australia already face several barriers.<\/p>\n

One is a test known as the Literacy and Numeracy Test for Initial Teacher Education (LANTITE<\/a>), which aspiring teachers must pass.<\/p>\n

While it\u2019s important our teachers have strong literacy and numeracy skills, some people from diverse backgrounds can find tests\u00a0threatening<\/a>\u00a0and underperform. We need to consider whether there are alternatives that are equally valid.<\/p>\n

School context and culture is also important. Encouraging a person from a minority group into teaching won\u2019t help if the structures and cultures in the workplace don\u2019t support them and cater for diversity.<\/p>\n

School leadership, parents and students need to recognise that staff diversity strengthens the school, and support minority staff appropriately.<\/p>\n

We need to make sure schools are places where diverse teachers feel valued and can flourish.<\/p>\n

Policymakers and schools must recognise teacher workforce diversity is a key component of school quality.<\/p>\n

Author Bios:<\/strong> Suzanne Rice is a Senior Lecturer, Education Policy and Leadership, Alice Garner is a Honorary Research Fellow, Melbourne Graduate School of Education and Lorraine Graham is a Professor of Learning Intervention all at The University of Melbourne<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Australia\u2019s teaching workforce does not reflect the diversity of the Australian community, a situation that has far-reaching implications for our education system. As we outline in our\u00a0new research, published today, teachers are predominantly Australian-born, female, and non-Indigenous. Most hail from middle-class backgrounds with urban upbringings, and are less likely to have disabilities. So why is […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[434655],"coauthors":[11733],"class_list":["post-70170","post","type-post","status-publish","format-standard","hentry","category-education","tag-diversity-problem"],"acf":[],"yoast_head":"\nAustralia\u2019s teacher workforce has a diversity problem. 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