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Author: Edward Williams

Black and Minority Ethnic teachers miss out on performance pay rises

By Saleh Mamon

17 November 2003, 2:00pm

Is there discrimination against Black and Minority Ethnic teachers in performance-related pay?

In September 2000, the government launched a performance-based pay rise package for teachers. Experienced teachers could apply for a £2,000 pay rise and, if successful, move to a higher pay scale. Teachers had to complete a form indicating how they met eight professional standards. Judgments were then made by the head teacher as to whether a teacher met all the eight standards. These were verified by an external threshold assessor before the award was granted.

The Department for Education and Skills (DfES) has recently released its ethnic monitoring figures for the second round of the process, during the academic year 2001/2002. The Times Educational Supplement reported the figures on 31 October 2003 based on the 20,715 full-time teachers who had applied to cross the threshold. Closer examination by IRR News has revealed that this report gave only a partial picture because it did not take into account teachers on part-time and other contracts.

A total of 31,295 teachers applied for the pay rise in the 2001 round, of which 1,306 were from Black and Minority Ethnic communities. The average success rate for all applicants was 92 per cent. The success rates for different ethnic groups break down as follows:

  • White 92%
  • Bangladeshi 79%
  • Indian 90%
  • Pakistani 82%
  • Black African 77%
  • Black Caribbean 87%
  • Black Other 93%
  • Chinese 80%

The rate of failure among Bangladeshi, Black African and Chinese teachers was more than twice the average.

The National Union of Teachers (NUT) had pressed the DfES to release the figures because of its concerns about possible discrimination. Unions had reported that non-whites were disproportionately represented in their case workload of threshold appeals.

John Bangs, NUT Head of Education, said: 'These figures are a very deep cause for concern. Our black members feel that they have been discriminated against. There is a duty to investigate racism whether direct or indirect.'

Researchers at Paisley University and Surrey Roehampton University have identified what they claim are major deficiencies in the management of threshold assessment. Evidence collected by Ian Menter, Ian Hextall and Pat Mahony indicated that equal opportunities issues had been marginalised when training the independent assessors.

Pat Mahony of Surrey Roehampton University said: 'We keep getting the same data showing that minority ethnic teachers are failing disproportionately in whatever hurdles are set for them. The next stage is to start asking why this is happening. There needs to be rigorous and robust research on why these teachers are disadvantaged.'

The NUT fears that the DfES's plan to cut costs by abandoning external checks on the heads' threshold decisions will make it harder to track and prevent discrimination.

Under the Race Relations (Amendment) Act 2000, all public bodies are required to carry out systematic ethnic monitoring and investigate discrepancies in outcomes.

 

Link to original article can be found here.

Neely Fuller Jr. once said "If you don't understand racism (white supremacy), exactly what it is and how it works, everything else you understand will only confuse you". Counter-Racist Codification is about problem solving. The major problem of white supremacy (racism) should be solved before or in the process of of solving all other problems.

Take a look at the following information in the above article:

  • White 92%
  • Bangladeshi 79%
  • Indian 90%
  • Pakistani 82%
  • Black African 77%
  • Black Caribbean 87%
  • Black Other 93%
  • Chinese 80%
Now just look at this for a long time. Stare at it. Write it on a wall or a board and just look at it. What's incorrect about the chart? Are "Bangladeshi" people white or non-white? Are "Indians" white or non-white? Are "Pakistani" white or non-white? Are "Chinese" white or non-white? What is "Black Other"? This is the practical value of asking someone if they are a white person, under a SYSTEM of white supremacy (racism). It gives you focus and keeps you from being confused.

Read the article. You'll become even more confused. The article gives chart information, supposedly, on success rates and goes on to discuss failure rates. What is the chart information a depiction of? The number of non-white people versus white people that does or does not do what? I will attempt to rewrite the article using counter-racist language.

Non-White teachers are mistreated on the basis of color in the areas of people activity known as Education, Labor, and/or Politics

By Edward Williams

23 November 2003, 12:00pm

Are non-white teachers mistreated on the basis of color in the areas of people activity known as Education, Labor, and/or Politics?

In September 2000, the white supremacists (racists) launched a performance-based pay rise package for teachers. Experienced teachers could apply for a £2,000 pay rise and, if successful, move to a higher pay scale. Teachers had to complete a form indicating how they met eight professional standards. Judgments were then made by the head-teacher as to whether a teacher met all the eight standards. These were verified by an external threshold assessor before the award was granted.

The Department for Education and Skills (DfES) has recently released its figures in the report of the mistreatment of non-white teachers for the second round of the process, during the academic year 2001/2002. The Times Educational Supplement reported the figures in the report of the mistreatment of non-white teachers on 31 October 2003 based on the 20,715 full-time teachers who had applied to cross the threshold. Closer examination by IRR News has revealed that this report does not reveal truth because it gave only a partial picture because it did not take into account teachers on part-time and other contracts.

A total of 31,295 teachers applied for the pay rise in the 2001 round, of which 1,306 were either non-white teachers or white teachers that teach non-white people. The success rate break down as follows:

  • White 92%
  • Non-White 84%

The National Union of Teachers (NUT) had pressed the DfES to release the figures because of its concerns about the mistreatment of non-white people on the basis of color. Unions had reported that non-whites were disproportionately represented in their case workload of threshold appeals.

John Bangs, NUT Head of Education, said: 'These figures are a very deep cause for concern. Our black members feel that they have been discriminated against. There is a duty to investigate racism whether direct or indirect.'

Researchers at Paisley University and Surrey Roehampton University have identified what they claim are major deficiencies in the management of threshold assessment. Evidence collected by Ian Menter, Ian Hextall and Pat Mahony indicated that non-white teachers are being mistreated on the basis of being "non-white" even while training them individually.

Pat Mahony of Surrey Roehampton University said: 'We keep getting the same data showing that non-white teachers are failing disproportionately in whatever hurdles are set for them. The next stage is to start asking why this is happening. There needs to be rigorous and robust research on why these teachers are being mistreated on the basis of color.'

The NUT fears that the DfES's plan to cut costs by abandoning external checks on the heads' threshold decisions will make it harder to track and prevent the mistreatment of people on the basis of color.

Under the Race Relations (Amendment) Act 2000, all public bodies are required to carry out systematic monitoring of non-white people and investigate discrepancies in outcomes.

This is an interesting view of how counter-racist language helps the victims of racism (white supremacy), which are non-white people, understand the dynamics of the SYSTEM of racism (white supremacy). Here you have a "Race Relations Act" that has no purpose of promoting justice and correctness if it requires the monitoring of non-white people and the investigation of the differences in treatment between white people and non-white people, teachers or otherwise.

This appears to be another way white people that practice white supremacy (racism) keep non-white "teachers" from receiving the same pay as white "teachers" while making it appear white people are attempting to solve the problem. This is the reason I say the major problem of white supremacy (racism) must be solved before or in the process of solving all other problems between people.

Reread the first article and see if you can understand everything that is being stated. Then reread the second article and see if you can understand everything that is being stated.

NOTE:The rewrite is not the words of the people mentioned in the article and is neither representative of any organization mentioned in the article.

 

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