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Leadership and diversity in education in England

Research and academic and political debates about ‘leadership and diversity’ in education, have, in recent years, been prolific, although the impact of these have been negligible. Whereas the student and staff populations in education institutions are becoming more diverse, the evidence suggest that diversity in leadership is still lagging behind this evolving trend (DfE, 2017; HESA, 2016). It appears therefore that, despite marginal increases in diversity in the educational workforce, and the strong potential for individuals from all backgrounds to contribute to educational leadership, diversity in educational leadership remains is arguably an aspiration at both the policy and practice levels. While gender equality has made some strides and is clearly more visible across all sectors, there is a considerable way to in addressing the underrepresentation of people, for example, from Black, Asian and Minority Ethnic backgrounds (BAME or BME) in senior roles in higher education (HE) (Leadership Foundation 2015, Singh and Kwhali 2015; Bhopal and Brown 2016; Miller, 2016) as well as in schools (NASUWT, 2015).