Please use this identifier to cite or link to this item: http://bura.brunel.ac.uk/handle/2438/20286
Title: ‘White sanction’, institutional, group and individual interaction in the promotion and progression of black and minority ethnic academics and teachers in England
Authors: Miller, P
Keywords: Black and minority ethnic academics;race inequality;black and minority ethnic teachers;white sanction;Black and Minority Ethnic;career progression
Issue Date: 17-Oct-2016
Citation: Power and Education, 2016, 8 (3), pp. 205 - 221
Abstract: 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.
URI: http://bura.brunel.ac.uk/handle/2438/20286
DOI: http://dx.doi.org/10.1177/1757743816672880
ISSN: 1757-7438
http://dx.doi.org/10.1177/1757743816672880
Appears in Collections:Education

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