Examining the underrepresentation of culturally diverse teacher candidates in initial teacher education in Australia

Immigrant families have, over the years, increased the diversity of the Australian classroom, with almost a quarter of students in Australian classrooms speaking a language other than English at home. However, the teaching workforce remains disproportionately homogenous relative to the diverse student population. Teachers from culturally diverse backgrounds account for only 6% of Australia's teaching workforce. A similar situation is reflected in the homogeneity of the initial teacher education (ITE) enrolment. Data from the Quality Initial Teacher Education Review (QITER) report indicated that only 2% of all ITE students were from non-English speaking backgrounds in 2016. This underrepresentation of culturally diverse teacher candidates in ITE then flows into the teaching workforce. While past research has tended to examine why people choose to be teachers, research that investigates why people choose not to teach, particularly those from culturally diverse backgrounds, is scarce. Given that people from culturally diverse backgrounds are underrepresented in initial teacher education, we want to know what prevented them from enrolling in ITE and, thereby, choosing teaching as a career path. An understanding of the barriers and deterrents would help formulate more effective strategies to attract them into the teaching profession. Therefore, this study examines how the teaching profession is perceived by people from culturally diverse backgrounds and what deters them from enrolling in initial teacher education programs at the university? Using a mixed-method approach, we surveyed 152 non-teaching degree students and interviewed 48 additional students in universities across Australia. Preliminary findings indicated that the perceived poor working conditions and low status associated with the teaching profession has discouraged participants from choosing teaching. More specifically, prior experience of discrimination in school, the lack of teachers from similar cultural background as mentors and role models, and the perceived low return of investment of tuition fee are factors that deter participants from choosing to enter ITE. Additionally, negative views from relatives and friends, and the perception that teaching is an emotionally and intellectually demanding profession, further discourage participants from choosing teaching. Our findings contribute to discourses on equity, diversity, and inclusion in teacher education and offers insights for policymakers, ITE providers, and stakeholders committed to fostering a more diverse teaching workforce.