ABSTRACT

Black and minority ethnic teachers are significantly underrepresented in British schools. Despite increasing anxieties about Britain’s ‘diversity shortage’ among teachers, recent studies on the experiences of Black teachers generally, and Black male teachers specifically, remain rather sparse. Drawing on in-depth interviews with 25 Black Caribbean and Black African male teachers with five or more years of experience in London schools, this article deploys Bourdieusian conceptions of organizational habitus to explore the ways in which the national ‘diversity shortage’ can lead to a local ‘diversity trap’ in state schools that limits the range of roles Black male teachers are encouraged to pursue in schools. Findings suggest that pressures for Black male teachers to serve in racialized roles as community liaisons, role models, and school-wide disciplinarians, particularly for ethno-racial minority students, have stymied the long-term progress of Black male teachers towards departmental and administrative leadership – ranks at which the diversity shortage is even more acute.

摘要

黑人和少数民族教师在英国学校中的代表人数明显不足。尽管越来越担心英国的“教师短缺”，但最近有关黑人教师，尤其是黑人男性教师的经验的研究仍然很少。通过对25位在伦敦学校有5年或5年以上经验的黑人加勒比和黑人非洲男教师进行的深入访谈，本文运用布尔迪厄斯的组织习惯概念来探讨国家“多样性短缺”导致社会歧视的方式。限制公立学校中的“多样性陷阱”，这限制了黑人男性教师在学校中的追求。研究结果表明，黑人男性教师在担任种族角色时扮演着压力，这些角色包括社区联络人，榜样，