Barriers and bridges: Examining the intersecting determinants impacting the career trajectories of black women teachers in UK secondary education institutions

Abstract

This thesis explores the intersecting structural, cultural, and individual factors impacting the career progression of Black women teachers in secondary education within the UK. Grounded in Critical Race Theory, Intersectionality, and Black Feminist Thought, the study illuminates the barriers and enabling factors encountered by Black women educators navigating a predominantly White educational landscape. Through a narrative inquiry approach, semi-structured interviews were conducted with fifteen Black women teachers across England, offering a nuanced understanding of their lived experiences within secondary schools. This methodology captures both shared and unique narratives that reveal the resilience, strategic adaptability, and continuous negotiation of identity that these educators employ to progress within their careers. Key findings from the thematic analysis identify three central dimensions impacting career trajectories: individual, occupational, and sociocultural. The individual dimension highlights personal identity and self-concept as both empowering yet vulnerable to marginalisation through microaggressions, hypo-visibility, and stereotypes that often require Black women teachers to “work harder” to be seen and respected as professionals. The occupational dimension reveals systemic barriers within school environments, such as racial biases in recruitment, promotion, and leadership opportunities. Participants’ testimonies frequently point to an undercurrent of racial gatekeeping that restricts career advancement and perpetuates isolation, impacting mental health and long-term retention. Finally, the sociocultural dimension underscores the societal and economic contexts that shape educational institutions, including economic disparities and political dynamics influencing the inclusivity of school climates. This study contributes to the understanding of how racial and gendered biases manifest in education, impacting both individual career outcomes and institutional diversity. Findings emphasise the need for transformative policy interventions and robust support systems that can mitigate these inequities, advocating for structured mentorship, allyship, and leadership coaching tailored to Black women educators. The research underscores the broader implications for fostering inclusive, equitable educational spaces that reflect and support the diversity of the communities they serve. The insights offered by this thesis aim to not only enrich academic discourse on racial equity in education but also inspire actionable strategies to enhance the professional trajectories of Black women teachers, thereby contributing to a more inclusive and just educational landscape.