A Comparative Case Study on the Experiences of Teachers of Color in Career Advancement in International Schools

• In Event: Navigating the Margins: Race, Power, Gender, and Transformation in International Education

Abstract

Purpose: This study aims to explore and provide a clear picture of the experiences of teachers of color in elite-oriented international schools in their career advancement. This study seeks to answer the main research question: How do teachers of color in international schools describe their career advancement experiences?

Perspectives: The elite distinction of schools (Bourdieu, 1998) being “international” galvanized the notion that to gain social capital, preference for symbolisms that qualify as elite such as whiteness and native-speakerism, must be sustained in the organization’s structure and human resources. As employment opportunities for different nationalities increase (Canterford, 2003; Chandler, 2010; Hayden & Thompson, 2013; Bunnell & Atkinson, 2020), differential salary according to nationality has also become a trend in international schools (Richards, 2012; Hayes, 2018; Gibson & Bailey, 2022; Perez & Sunanta, 2020; Hammer, 2021).

Methods: Data were collected from October 2023 to March 2024 through a qualitative method and horizontal case study approach. 24 participants from Latin America, East Asia, Africa, and the Middle East were interviewed for the study to compare their experiences across various international schools and regions, and to allow for the identification of patterns and themes relevant to the isolated labor market of international schools and the challenges they face. The study utilized cross-case analysis, thematic synthesis, and theoretical triangulation to strengthen the replicability of its theoretical propositions.

Findings: The findings indicate that the predominance of whiteness property in educational institutions leads to greater disparity and a persistent lack of diversity. The symbolic systems that define schools' orientations toward internationalization reinforce the enculturation of elite social classification, often conflated with cultural capital. A key finding is the weaponization of race within social stratifications, where the deciding factor for leadership roles often defaults to passport and nationality, prioritizing white candidates. This underscores a profound issue in the lack of clarity in selecting leaders. The preference for Westernized prototypes creates significant gaps in leadership diversity, perpetuating a cycle of homogeneously white leadership. The study also reveals that internalized barriers, driven by systemic inequalities and leadership archetypes, hinder people of color from aspiring to leadership roles. Mentoring and supportive leaders can mitigate stereotype threats and foster positive leadership aspirations, yet the persistence of racial biases and exclusionary practices remain substantial barriers. Overall, the findings suggest a moral imperative to reevaluate existing school policies and leadership tracking to promote equitable career advancement for people of color.

Significance:
This study has significant implications for international education policymaking, equipping school leaders and policymakers with insights to develop inclusive recruitment and retention policies. By exploring how social identities intersect with organizational behaviors, the study illuminates systemic issues in international school employment, and emphasizes the importance of dismantling the glass ceiling in career advancement that perpetuates marginalization of BIPOC teachers.

Author

• Josh Almoite, Santa Cruz Cooperative School