The Experiences of Diverse and Underrepresented Educators Seeking Jobs in International Schools

Abstract

Due to the origins and purpose of international education, a profile for a traditional international educator has developed: White, native-English speaking, from the U.S., UK, Or Canada (Bates, 2010; Canterford, 2009; Gardner-McTaggart, 2020; Mackenzie et al., 2003; Hayden & Thompson, 2016; Tarc & Mishra Tarc, 2015). The literature suggests that teachers who do not satisfy the traditional teacher profile, and are therefore considered diverse/underrepresented, find a great deal of challenges getting teaching jobs in international schools (Bates, 2010; Canterford, 2009; Gardner-McTaggart, 2020; Mackenzie et al., 2003; Hayden & Thompson, 2016; Tarc & Mishra Tarc, 2015). This phenomenological study endeavored to fill a gap in the research in understanding the experiences of diverse educators who apply for positions in international schools and any challenges they may have encountered with the hiring and recruitment process. Seven participants who identify as having diverse identities with respect to their ethnicities, nationalities, and language profiles were interviewed. Their responses were analyzed through a Bourdiesian lens to identify which unwritten rules for employment are perpetuated in the international school field determining which capital is valued or disregarded. Two key themes emerged: the ins and outs of the hiring and recruitment process which present challenges for diverse applicants, and messages about who belongs in an international school. This research can inform leaders with hiring capacity in international schools as they endeavor to make their hiring more equitable to benefit students and live up to the true meaning of international mindedness.Keywords: international schools, overseas hire, hiring, recruitment, diversity