Abstract
Original language | English |
---|---|
Pages (from-to) | 205-221 |
Number of pages | 17 |
Journal | Power and Education |
Volume | 8 |
Issue number | 3 |
Early online date | 17 Oct 2016 |
DOIs | |
Publication status | Published - 1 Nov 2016 |
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Research output: Contribution to journal › Article
TY - JOUR
T1 - ‘White sanction’, institutional, group and individual interaction in the promotion and progression of black and minority ethnic academics and teachers in England
AU - Miller, Paul
N1 - Taken accepted dates from e-prints as unavailable on publisher's website SH 29/8/17.
PY - 2016/11/1
Y1 - 2016/11/1
N2 - The promotion and progression of black and minority ethnic academics and teachers in England has been the subject of much debate. Although several theories have been put forward, racial equality has stood out as a major contributing factor. The experiences of black and minority ethnic academics and teachers in England are similar in terms of aspirations, and their experience of organisations also points to similar patterns of exclusions. This integrated study provides thick data from qualitative interviews with academics and teachers, theorised through the lens of whiteness theory and social identity theory, of their experience of promotion and progression, how they feel organisations respond to them and how they, in turn, are responding to promotion and progression challenges. There was a shared view amongst the participants that, for black and minority ethnic academics and teachers to progress in England, they need ‘white sanction’ – a form of endorsement from white colleagues that in itself has an enabling power.
AB - The promotion and progression of black and minority ethnic academics and teachers in England has been the subject of much debate. Although several theories have been put forward, racial equality has stood out as a major contributing factor. The experiences of black and minority ethnic academics and teachers in England are similar in terms of aspirations, and their experience of organisations also points to similar patterns of exclusions. This integrated study provides thick data from qualitative interviews with academics and teachers, theorised through the lens of whiteness theory and social identity theory, of their experience of promotion and progression, how they feel organisations respond to them and how they, in turn, are responding to promotion and progression challenges. There was a shared view amongst the participants that, for black and minority ethnic academics and teachers to progress in England, they need ‘white sanction’ – a form of endorsement from white colleagues that in itself has an enabling power.
KW - black and minority ethnic academics
KW - black and minority ethnic teachers
KW - BME
KW - career progression
KW - race inequality
KW - white sanction
U2 - 10.1177/1757743816672880
DO - 10.1177/1757743816672880
M3 - Article
VL - 8
SP - 205
EP - 221
JO - Power and Education
JF - Power and Education
SN - 1757-7438
IS - 3
ER -