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Burns, Mary Bridget. "The Experience of Women Teachers in Two State-controlled School Districts:." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108483.
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Thesis advisor: Andrew HargreavesThis exploratory case study examines the experience of twelve women teachers who taught in two state-controlled school districts that had been taken over by the state authorities due to low academic performance and operational mismanagement. The qualitative methodology of exploratory comparative case analysis allowed for the consideration of the two districts as two parts of the same case, and the foundation for future research in this field (Streb, 2010). Twelve semi-structured interviews, teacher climate survey responses, and fifty-three state government documents were analyzed using an iterative coding process (Yin, 2015, pp. 196-197; Saldaña, 2015). The analysis found that structural and cultural barriers prevented the study participants from succeeding personally and professionally. Their skills as experienced educators were under-utilized and their perspectives as women were not acknowledged. Structurally, the internal organization of the districts asked a great deal of the teachers without recognizing them as professionals or women. Culturally, their gender identities as women placed them at a disadvantage with school and district leadership. The gendered barriers were woven into the fabric of the workplace so that the women teachers were unable to have access to those with power or influence. This study lays the groundwork for larger research endeavors on women in state-controlled schools, as well as policy implications for the state control of public schools and school turnaround. This study contributes to the field by specifically bringing women teachers’ voices into the discussion of school reform and improvement
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Chabalala, Lucky W. "What do women teachers identify as barriers to promotion?" Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-12182006-132225.
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Cheung, Kwong-leung. "The perception of women teachers in Hong Kong." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14710225.
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Haynes, Michelle Daphne. "Jewish women teachers in secondary schools." Thesis, King's College London (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399228.
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Pierre, Yvette. "Rooted Pedagogies: Black Women Activist Teachers For Social Change." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1282101174.
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Burgess, Frances Anne. "Narratives of women music teachers in Northern Ireland : beyond identity." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24328.
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This study examined the narratives of three women music teachers’ professional practice, drawing on the research question: Through examining processes of subjectification: (a) How do mid-career women music teachers construct narratives of their professional and musical practice? (b) What are the implications for women music teachers’ professional and musical sustenance? Participants Hayley, Becky and Lynne, all with 12 years teaching experience, told stories of diverse musical participation within and beyond their schools and within a range of social groups and institutional settings. Taking a post-structural feminist theoretical perspective, these narratives were viewed as 'technologies of the female self' (Foucault, 1988; Tamboukou, 2008, 2010). The research question was shaped and answered through the concept of subjectifcation and considered how these women constructed a portrait of ‘self-in-practice.’ This questioned how they fashioned their personal pedagogical approach, how they created and projected a music departmental identity within the school, and how they conceptualised their musical and teaching selves. Data collection took place over a seven-month engagement with three participants and involved: a narrative/biographical interview; the compilation of a ‘memory box’ in which participants gathered artefacts related to the theme, ‘My music, my teaching’; and a follow-up conversational interview. In the final interview participants presented their artefacts and told stories related to their gendered experiences in music and teaching. Narratives showed the ‘woman music teacher’ is a site of struggle, where material roles within different discursive fields such as the home, the community as well as the school, pulled at other subjectivities. Through an analysis of processes of gendered subjectification, these women music teachers presented a complex narrative of their professional lives, within discursive fields of competing and complementary institutional discourses. While individually teachers conceptualised their musical and teaching subjectivities in personal, biographically-shaped ways, collectively they used similar discursive strategies to create a music subject department identity. They all told stories of their practice sustained by moments of ‘musical space’ and enabling others. Extra-curricular music provided valued moments of musical and aesthetic gratification and professional autonomy, functioning as a way to project the standing of the music subject department in the school and the local community, but this also added to an already burdensome workload. The education system in Northern Ireland is undergoing a prolonged yet stilted process of reform, and with the increase in the collaborative sharing of curriculum with other schools, it is likely that in the future secondary music teachers will be teaching in very different circumstances. This may be particularly challenging for established music teachers who have worked to create musical worlds in their subject departments drawing on personal and affective biographical resources. It is suggested that identity work with teachers’ narrative understandings of their self-in-practice, as a form of professional development, may allow space for teachers to imagine and negotiate alternative personal/professional identities, values and beliefs within new managerial and collaborative structures.
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Dallimore, Elise J. "The role of memorable messages in the socialization experiences of new university faculty : the impact of gender and disciplinary affiliation on the process of organizational and occupational assimilation /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/8228.
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Cavanagh, Sheila L. "Professionalism as a legislated code of moral conduct the government of the woman teacher in education, Ontario, 1918-1949 /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0011/NQ39258.pdf.
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Rumin, Anna C. "Teacher shadows : giving voice to hidden selves." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0019/NQ44570.pdf.
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James, Jennifer Lynn Hauver. "Care in the lives of women teachers." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3860.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2006.Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Demarse, Joy. "I am a teacher : reflections from female teachers, their stories and passion for education." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100348.
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This study examines why excellent working class rural female teachers remain in teaching. Although the teachers of this study admit to having experienced disillusionment during their teaching careers, they have remained passionate and enthusiastic educators, and are the teachers most often cited when colleagues, students and parents are discussing "good" teachers. Thus, this study seeks to determine the factors that influence these women educators to remain in education and to remain passionate about education. The original supposition that an administrator was a determinative variable in influencing the rural female educators proved to be erroneous. For the women of this study, their working class backgrounds, their beliefs that teaching is a calling and an art form, and their belief that teaching is a socially constructed form of public service are important determinative factors in their continuing belief in their educational career. Additionally, the women of this study, through their stories and interactions, disproved the stereotypical image of the female teacher who works alone. The teachers of this study actively seek out collegial relationships and pursue professional development.
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Moore, Kristal Tatianna Joann Noblit George W. "She who learns, teaches black women teachers of the 1964 Mississippi Freedom schools /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2264.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2009.Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education Culture, Curriculum, and Change." Discipline: Education; Department/School: Education.
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Cheung, Kwong-leung, and 張光樑. "The perception of women teachers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957766.
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Norman, J. M. D. "Hill-top and its women teachers : a study of the factors which influence and shape the careers of women teachers." Thesis, University of East Anglia, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306214.
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Calhoun, Lisa. "Women teachers' experiences of gender equity and schooling." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0008/MQ29977.pdf.
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Smith, Joan Margaret. "Life histories and career decisions of women teachers." Thesis, University of Leeds, 2007. http://etheses.whiterose.ac.uk/2051/.
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This thesis reports on a life history study of forty women secondary school teachers in England. The aim of the study was to seek women's perceptions of the factors affecting their career decisions, and, as a part of this, to gain insights into the factors affecting the likelihood of women aspiring to, applying for, and achieving headship posts. Interviews were conducted with ten newly qualified teachers, twenty experienced teachers and ten headteachers. Life history was chosen for the scope it offers for allowing participants to define the factors of significance for them, in the context of their lives, rather than responding to a researcher-led agenda. Three spheres of influence on women's career decisions were discernible in the narratives: societal factors, institutional factors and individual factors. These form the basis for the literature review and analysis sections of the thesis. At societal level, key influences included women's maternal and relational roles. The impact of motherhood on career was a particularly strong theme. At institutional level, evidence emerged of endemic sexism and discrimination in the educational workplace. At the individual level, factors influencing career decisions included the women's values and motivation, aspirations and perceptions of school leadership, and personal agency. Relational values and an ethic of care underpinned the women's motivation and influenced their career decisions. Most women teachers derived satisfaction from pupils' achievements and positive relationships with pupils and colleagues. For many, this translated into a preference for classroom teaching rather than school leadership careers. Most teachers would not consider headship as a career and harboured a set of negative perceptions of the post, which contrasted starkly with the very positive view of it painted by the headteachers themselves. Headteachers perceived themselves as agents of change, ideally placed to promote pupil-centred values and ensure school effectiveness through positive relationships. Two types of narrative were identifiable. Some women saw their careers as defined largely by factors external to themselves, whilst others positioned themselves as agent in the narrative, seeing their careers as self-defined and self-powered. Again, headteachers differed from other teachers in having politicised identities, which drove career decisions. I argue that women's awareness of their own potential for agency, and the degree to which they exert it in their approach to career, within the constraints and limitations of their lives, emerge as key factors influencing both career decisions and personal satisfaction.
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Zheng, Runping. "Chinese academic women in economic transformation." access full-text online access from Digital Dissertation Consortium, 1996. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9640260.
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Julian, Elizabeth. "Reading the landscapes of their lives an exploration of and resource for the spirituality of women teachers in Catholic schools in the Archdiocese of Wellington, Aotearoa New Zealand /." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.
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Warner, Smith Penny, and n/a. "Women and secondary teacher training at Goroka Teachers' College, Papua New Guinea, 1979-1984." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061108.163320.
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Chabalala, William Lucky. "What do women teachers identify as barriers to promotion?" Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-12182006-132225/.
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Vest, Cynthia Ann. "Job Satisfaction Among Women Accounting Educators." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279359/.
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A national survey was conducted to investigate job satisfaction among women accounting educators at four-year college and universities in the United States. The purpose of the study was to determine if differences existed among women accounting educators at research, doctoral, master's, and baccalaureate institutions in three areas relating to job satisfaction: levels of job satisfaction, individual sources of job satisfaction, and structural sources of job satisfaction. Also, the relationships among these three areas of job satisfaction were examined.
A stratified random sample of 755 women accounting educators was selected from the population of 1,519 women. A mailed questionnaire was used to collect data. A total of 495 (66%) questionnaires were returned. Women accounting educators expressed satisfaction with co-workers, supervision, and work. They were neutral regarding satisfaction with pay and dissatisfied with promotion opportunities.
A difference was detected between satisfaction with pay and type of institution. Differences were found between individual sources of job satisfaction and type of institution. The differences were attributable to education level and the personality characteristics of conscientiousness and openness. Differences were detected between structural sources of job satisfaction and type of institution. Academic rank, salary, tenure, institutional resources, and job functions accounted for the differences.
Significant relationships were found between individual and structural sources of job satisfaction and levels ofjob satisfaction. Satisfaction with co-workers was related to agreeableness, conscientiousness, neuroticism, institutional resources, mentoring, and time spent on research. Satisfaction with pay was related to neuroticism, salary, academic rank, and institutional resources. Satisfaction with promotion opportunities was related to agreeableness, salary, tenure, institutional resources, mentoring, networking, other job functions, and type of institution. Satisfaction with supervision was related to personal roles, agreeableness, salary, institutional resources, mentoring, research, and advising students. Satisfaction with work was related to marital status, personal roles, agreeableness, neuroticism, institutional resources, and mentoring.
It was concluded that differences exist among women accounting educators at research, doctorate, master's, and baccalaureate institutions. Also, it was possible to determine relationships between individual and structural sources ofjob satisfaction and levels ofjob satisfaction.
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Zhang, Lili. "Stress and coping among women academics in research universities of China /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23295934.
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McDaid, Carolyne. "Job sharing : the career experiences of women primary teachers." Thesis, University of Stirling, 1998. http://hdl.handle.net/1893/2591.
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This study is an investigation of the career experiences of women primary teachers who job share. It explores how job sharing fits into overall working patterns and examines whether it fulfils the personal and professional needs of teachers. It investigates how successful job sharing is seen as being in practice and explores the potential advantages and disadvantages of job sharing for teachers and for schools. The study examines the claims made for job sharing as a means of advancing the cause of equality in the workplace. Data were gathered through in-depth interviews with twenty women primary teachers who job shared. The role of job sharing in their careers was examined and the extent to which it satisfied personal and professional expectations explored. The career experiences of job sharing teachers were further investigated through a questionnaire sent to a sample of teachers who had previously job shared. This provided a retrospective and longer term account. All of these experiences were then situated within the wider contexts in which teaching operates. For this, documentary and policy analysis were undertaken, and semistructured interviews were conducted with headteachers and parents, and key informants at local and national level. The research found that job sharing is successful in meeting the personal needs of the women primary teachers. Teachers spoke of the balance in their lives which this working arrangement helped them to achieve. In terms of the professional dimension, the study found that experiences of job sharing in practice were positive. For teachers the affective rewards of being with children and feeling competent and skilled in daily work were high. Feelings of acceptance within the workplace culture were positive; building and sustaining relationships with parents and, in particular, with colleagues, which was viewed as a salient part of the job of primary teaching, was possible whilst job sharing. As a result, schools were seen to be gaining by employing experienced and motivated individuals who were able to make positive contributions. However, some difficulties were found with the professional and career development of job sharing teachers. The study concludes that job sharing is not deleterious to women teachers' careers. It is far less harmful than other forms of part-time teaching although, as yet, it is not challenging full-time teaching as the dominant work model.
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Ward, Beverley Lorraine. "The female professor: a rare Australian species, the who and how." Thesis, Ward, Beverley Lorraine (2003) The female professor: a rare Australian species, the who and how. PhD thesis, Murdoch University, 2003. https://researchrepository.murdoch.edu.au/id/eprint/387/.
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Although many studies have been made of female academic staff in Australia, there has been no discrete study of Australian female professors as an occupational class or of the relatively rare incumbents of this important position. This thesis makes a contribution to this previously unexplored area by providing a descriptive profile of current professors at Australian universities and an insight into female professors' perspectives on how they managed their entry into the Australian professoriate. It responds to the twin central questions: 'Who are the female occupants in the Australian professoriate and how have they managed their way through the academic hierarchy'?
A profile of current female Australian professors, constructed via a questionnaire, provides the study with a foundation -- a background from which to view the interpretative data. This part of the research also makes a contribution to the social arithmetic of higher education, by presenting systematic demographic information on female professors in Australian universities. Subsequently 13 in-depth interviews were conducted, giving a 'voice' to the professors. This enabled the research to identify and explore six major themes - career, role, significant others, gender, change, and reflection.
The thesis presents the data collected in the questionnaire and interviews, discusses and interprets the research findings, and provides an insight into the milieu in which the female professors function. It includes an overview of some of the critical literature pertinent to the topic - female professors and their working lives - from both an Australian and an international perspective. It also details the methodology used in the study, which included both quantitative and qualitative research tools, and describes the theoretical position which frames the qualitative part of the research, symbolic interactionism, which is located within the hermeneutic/interpretive paradigm in social research.
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Ward, Beverley Lorraine. "The female professor : a rare Australian species, the who and how /." Ward, Beverley Lorraine (2003) The female professor: a rare Australian species, the who and how. PhD thesis, Murdoch University, 2003. http://researchrepository.murdoch.edu.au/387/.
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Although many studies have been made of female academic staff in Australia, there has been no discrete study of Australian female professors as an occupational class or of the relatively rare incumbents of this important position. This thesis makes a contribution to this previously unexplored area by providing a descriptive profile of current professors at Australian universities and an insight into female professors' perspectives on how they managed their entry into the Australian professoriate. It responds to the twin central questions: 'Who are the female occupants in the Australian professoriate and how have they managed their way through the academic hierarchy'?
A profile of current female Australian professors, constructed via a questionnaire, provides the study with a foundation -- a background from which to view the interpretative data. This part of the research also makes a contribution to the social arithmetic of higher education, by presenting systematic demographic information on female professors in Australian universities. Subsequently 13 in-depth interviews were conducted, giving a 'voice' to the professors. This enabled the research to identify and explore six major themes - career, role, significant others, gender, change, and reflection.
The thesis presents the data collected in the questionnaire and interviews, discusses and interprets the research findings, and provides an insight into the milieu in which the female professors function. It includes an overview of some of the critical literature pertinent to the topic - female professors and their working lives - from both an Australian and an international perspective. It also details the methodology used in the study, which included both quantitative and qualitative research tools, and describes the theoretical position which frames the qualitative part of the research, symbolic interactionism, which is located within the hermeneutic/interpretive paradigm in social research.
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Gamelin, Anastasia Kamanos. "Home and away : the female artist in academia." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36933.
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This dissertation explores the conflicts, contradictions and paradoxes inherent in the lives of those women who, as artists and academics, seek to connect their personal and professional lives in their work. It explores how creativity and the pursuit of self-knowledge relate to the lives of female artists and academics. The dissertation arises from a study of my own experience as woman, writer and academic.Inquiries into creativity and feminist, critical and cultural theory provide the framework for examining how the identity of the female artist is shaped within the patriarchal institution of academia, an institution originally created by, and for, men and still strongly influenced by this history. These inquiries allow a deeper understanding of the impact of this institution on the life and work of the female artist both within and beyond the academy. As a self-study, the distinctive voice of this dissertation is developed through autobiographical narratives, journals, letters and a development of personal metaphors, as well as through a dialogue with others. This is therefore a performative text in which narratives map a process of transformation that traces the artist's path from silence to voice.
This work has important implications for women in higher education as self-study is revealed to be an essential methodological instrument for the articulation of alternative, authentic perspectives of marginalized and under-represented women. Moreover, the acknowledgement of the academic/artist paradigm in teacher education opens the path for a re-viewing of the metaphors of self-denial, impersonation and masks that are part of the landscape of teacher knowledge.
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Stoehr, Kathleen Jablon. "From Preface to Practice: A Narrative Study of Women Learning to Teach Mathematics." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/314653.
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My dissertation research explored the experiences of mathematics anxieties in women elementary preservice teachers while learning mathematics as K-12 students and while learning to teach mathematics. Previous studies conducted in mathematics teacher education have emphasized the importance of preservice teachers' mathematical knowledge for teaching, as a confident and competent mathematics teacher is a vital necessity in the classroom (Beilock, Gunderson, Ramirez, & Levine, 2010; Gavin & Reis, 2003; Huebner, 2009). As evidence of elementary preservice teachers' anxiety, I analyzed three women preservice teachers' oral and written narratives about their experiences with learning mathematics and learning to teach mathematics, which I collected over eighteen months at key moments in their teacher preparation program. My findings have revealed that for some women elementary preservice teachers, mathematics anxiety may be an issue or concern that remains consistent and recurs for decades. In fact, the multiple stories that the three preservice teachers had to tell indicated that their experiences in learning mathematics led them to develop a unique coping strategy to deal with mathematics anxiety. They continued to utilize their strategy repeatedly across their experiences as a student learning mathematics and learning to teach mathematics, even when the strategy sometimes failed to protect them from stress, embarrassment, and demoralization. Moreover, these coping strategies appeared to become so powerful that when the women confronted situations in which they felt expected to know mathematical content that they did not understand, they used their unique strategies for coping with mathematics anxiety rather than seriously attempting to learn that content. In this manner, these coping strategies often appeared to have injurious effects on their mathematics learning. Given that my study only included three participants, I suggest future research that mathematics teacher education researchers may want to consider. I also propose ways in which mathematics teacher educators might address issues of mathematics anxiety in elementary teacher preparation programs.
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Sylvan, Claire Elaine. "The impact of motherhood on teacher career attitudes /." Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10809430.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1988.Typescript; issued also on microfilm. Sponsor: Karen Kepler Zumwalt. Dissertation Committee: Frances S. Bolin. Bibliography: leaves 474-481.
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Luther, Frances D. "First Nations preservice women teachers' experiences and perceptions regarding technology." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/nq23949.pdf.
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Thompson, Merrilee Susan. "Troubling the taken-for-granted, mentoring relationships among women teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/NQ48729.pdf.
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MacDonald, Ann. "Women teachers in post-Presbyterian Scotland : gender, faith and identities." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/24862.
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This thesis offers an exploration of the intersections between Christian faith, gender and primary teaching understood and examined as work. By drawing on the lives of women primary teachers who are members of Presbyterian churches in Scotland, I seek to explore the issue of the apparent conformity, resulting marginalization, and 'silencing' of women in the structures of both school and church, and to explore women's apparent collusion in these processes. Through this enquiry into the interrelationship of institutions and experience, 1 offer an exploration of the relationship between meaningful individual lived experiences and the cultural and meaning-making institutions of education and religion. Methodologically, this research adopts an interpretive approach to life-history narrative which reflexively and self-consciously explores interconnections in the lives of the participants. The stories of six women, purposively selected, are juxtaposed in order to explore the complexities of the social relations of gender and the processes of gender and power within the historic and socio-political worlds of education and religion. The versions of 'reality' I offer are, therefore, constructed by and contingent on my own understandings and perspectives. This methodological approach is underpinned by theoretical framework which combines ideas of power as hegemonic (in a Gramscian sense), notions of gender as 'performance' (in Butler's sense) and an understanding of the centrality of the socially constructed body to teaching as work. It further draws on Habermas's critique of the religious/secular divide in contemporary public life in western societies. The findings suggest that the women participants draw on various religious and pedagogical discourses to construct their relative silence and invisibility in school and church as both 'natural' and chosen. Religious and theological discourses of the 'natural order', pedagogical discourses of child-centredness and teaching-as-care, and 'secular' discourses of gendered norms coalesce to produce women who understand their roles in school, home and church as necessarily involving the sacrifice of self. Further, for Christian women teachers, dissonances arise when the need to nurture the 'whole' child is frustrated or displaced by the hegemony of the secular-normative within contemporary schooling. This thesis addresses gaps in the existing literature in the areas of both Scottish religion and teachers' lives. It points towards faith as a key shaper of the gendered identities of some Scottish women teachers, and highlights the desirability of a reconceptualisation of the inter-connection between protestant religion and primary schooling in contemporary Scotland. It suggests that conceptualizations of primary teaching as work are infused, for the subjects, with the ideologies of Christian religion and that such ideologies operate in gendered ways to maintain hegemonic relations of power within the institutions of church and school. By acknowledging faith as an integral component of the subject's world, and allowing for the authenticity and integrity of her faith position, it attempts to open up spaces in which to pursue an understanding of the particular ways in which struggles between structure and agency are negotiated by religious women in educational settings.
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Euclides, Maria Simone. "Black women, doctors, theorists and university teachers: challenges and achievements." Universidade Federal do CearÃ, 2017. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=20054.
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Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgicoThe objective of this research was to analyze the professional trajectory of black teachers and doctors, who work in public universities in CearÃ. Objectively, has been sought to understand if institutional racism and gender interfere in their professional trajectories, and what challenges were found to legitimize themselves in academic and scientific space. The methodology adopted is a qualitative research through semi-structured interviews with black female teachers who work in federal and state public institutions located in the interior and capital of the state of CearÃ. The interviews were fulfilled into 3 parts: identity profile (general information of interviewed), socioeconomic data and life history. Parallel to the interviews, the Curriculum Lattes of each teacher was analyzed in order to identify the academic course carried out by the teachers. From the narratives of nine black female teachers located at the State University of CearÃ, Federal University of CearÃ, Cariri Regional University and University of International Integration of Afro-Brazilian Lusophony, we present her trajectories, achievements and challenges. In this research, in spite of showing the advances and the achievements made by black teachers in higher education institutions, what represents the constant effective work through the construction of new methodological and epistemological proposals, it also presents and denounces the multiple facet of racism, prejudice and racial discrimination, through the career trajectories in the institutional sphere or in interpersonal relationships. These findings call attention to the urgency of constructing new concrete attitudes in the institutional sphere, in this way, some actions could be more prominent to confront racism and segregationism practices and the power relations imbued in academic culture. In spite of everything, we could reaffirm that the presence of black teachers in this white academy, rework the scientific canons, and it is also a space of affirmation and recognition. Once they are there (in the universities), they carry out a work where the individual is collective, within a perspective of schooling and antiracist education.
O objetivo desta pesquisa foi analisar a trajetÃria profissional de docentes negras e doutoras, que atuam em universidades pÃblicas do CearÃ. Objetivamente, buscou-se compreender se racismo institucional e gÃnero interferem em suas trajetÃrias profissionais, e quais os desafios encontrados para se legitimarem no espaÃo acadÃmico e cientÃfico. A metodologia adotada parte de uma pesquisa qualitativa mediante a realizaÃÃo de entrevistas semiestruturadas junto Ãs professoras que se autodeclararam negras e que atuam nas instituiÃÃes pÃblicas federais e estaduais, localizadas no interior e na capital do estado do CearÃ. As entrevistas foram divididas em 3 partes: perfil identitÃrio (informaÃÃes gerais da entrevistada), dados sÃcios econÃmicos e histÃria de vida. Paralelo as entrevistas, realizou-se anÃlise do CurrÃculo Lattes de cada professora de modo a identificar o percurso acadÃmico realizado pelas mesmas. A partir de narrativas de nove professoras negras situadas na Universidade Estadual do CearÃ, Universidade Federal do CearÃ, Universidade Regional do Cariri e Universidade da IntegraÃÃo Internacional da Lusofonia Afro brasileira, apresentamos aqui suas trajetÃrias, conquistas e desafios. Nesta pesquisa, apesar de mostrar os avanÃos e as conquistas realizadas pelas professoras negras nas instituiÃÃes de ensino superior, no que se refere ao constante trabalho efetivo mediante a construÃÃo de novas propostas metodolÃgicas e epistemolÃgicas, tambÃm apresenta e denuncia as mÃltiplas facetas nas quais o racismo, preconceito e a discriminaÃÃo racial transversalizam as trajetÃrias profissionais, quer seja no Ãmbito institucional, quer seja nas relaÃÃes interpessoais. Tais achados, nos chamam a atenÃÃo para a urgÃncia de construÃÃo de novas atitudes concretas em Ãmbito institucional, no enfrentamento das prÃticas racistas, segregacionistas e das prÃprias relaÃÃes de poder impregnadas na cultura acadÃmica. Apesar de tudo, podemos reafirmar que a presenÃa de docentes negras nesta academia branca, reelaboram os cÃnones cientÃficos, e à tambÃm um espaÃo de afirmaÃÃo e reconhecimento. Uma vez que là estÃo (nas universidades), realizam um trabalho onde o individual à o coletivo, dentro de uma perspectiva de escolarizaÃÃo e educaÃÃo antirracista.
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Adams, Gill. "Is anyone listening? : women mathematics teachers' experiences of professional learning." Thesis, Open University, 2013. http://oro.open.ac.uk/54932/.
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This study explores women secondary mathematics teachers' experiences of professional learning. Life histories were elicited through semi-structured interviews in the form of guided conversations, supplemented by time-lines of mathematics and of professional learning. Analysis focused on constructed personal experience narratives. Although research demonstrates the features of effective professional learning, teachers' experiences of learning throughout their careers remains under explored. A particular focus in this study is on the ways in which professional learning is supported, providing opportunities for reengagement with mathematics, a subject frequently viewed as inaccessible and masculine. The women's stories are peopled with significant others who provide both models and encouragement, frequently drawn from their own school days and early professional experience. Much professional learning is informal, arising from unstructured reflection on teaching, with teachers accorded neither agency nor consistent support for their learning. The women's narratives provide a perspective on lived experiences of professional learning. Frequently learning is unsupported and spaces to discuss mathematics learning and teaching limited. Teachers appear isolated in restrictive school environments which contribute to a perception of reduced agency. Where opportunities for collaborative professional learning exist, women participate actively in the wider mathematics education community. Analysis of the narratives suggests that teachers' agency over their professional learning needs to increase to create spaces for women to collaborate on mathematics focussed professional learning. The allocation of resources to teacher professional learning should be prioritised. These glimpses reveal the restricted landscape of women mathematics teachers'learning opportunities. Despite these restrictions, however, teachers push at the boundaries. The narratives will support teachers who may draw on the voices of others to help them to make sense of their own development. Further research is warranted to explore the way individuals might develop and utilise their own professional learning narratives.
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Tarling, Isabel. "Women teachers career advancement: an exploration of choice in context." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12017.
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Includes abstract.This study investigates the career choices of seven female teachers in mesolevel leadership positions at three Western Cape schools. It explores their decisions to apply or refrain from applying for senior leadership positions through an examination of the interplay between their leadership disposition, habitus and the field of schooling.
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Crotti, Claudia. "Lehrerinnen - frühe Professionalisierung : Professionsgeschichte der Volksschullehrerinnen in der Schweiz im 19. Jahrhundert /." Bern [u.a.] : Lang, 2005. http://www.gbv.de/dms/gei/wh/inhalt/k4992.pdf.
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Squirrell, Gillian. "The occupational stories of new entrants into teaching 1986-1989 : like Zulus against the gattling gun." Thesis, University of Bristol, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385994.
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Li, Yaling. "Women instructors in higher education in China." online access from Digital dissertation consortium, 1997. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9724841.
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Delp, Don J. "The Effect of Professional Development Training for Secondary Mathematics Teachers Concerning Nontraditional Employment Roles for Females." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3258/.
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This quasi-experimental study, utilizing quantitative and qualitative descriptive methods, examined the sex-egalitarian attitudes of secondary mathematics teachers from the Ft. Worth Independent School District. A video tape, Women in the Workplace, was used as a training intervention to test the effectiveness of professional development training in altering the mathematics teachers' sex-egalitarian attitudes towards female employment. Information on the video presented seven jobs that provide opportunities for female students in the science, engineering, and technology fields that are considered nontraditional jobs for females. Subjects completed 19 Employment Role domain questions on the King and King (1993) Sex-Role Egalitarianism Scale. A one-way ANOVA was applied to the data to test for a significant difference in the means of the control group, who did not see the video, and the experimental group that viewed the video. Findings concluded that there was no significant difference in the sex equalitarian mean scores of the control group and the experimental group. The research indicated that it takes an intensive and prolonged training period to produce a significant change in people's attitudes. This study supports the research on length of training needed to change sex egalitarian attitudes of classroom teachers. There were data collected on four demographic areas that included gender, age, ethnicity, and years of teaching experience. A two-way ANOVA was applied to four demographic variables to test for interaction and main effect. A significant difference was found between the sex-egalitarian attitudes of male and female mathematics teachers' responses. There were no significant differences found in the sex egalitarian attitudes of secondary mathematics teachers when categorized by levels of age, ethnicity, and years of teaching experience. The information in this study should interest and benefit teachers, parents, students, administrators, and industry leaders.
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Duggan, Eva J. "A phenomenographic study of teacher stress in female primary classroom teachers in south east Queensland." Thesis, Queensland University of Technology, 2001. https://eprints.qut.edu.au/36650/1/36650_Digitised%20Thesis.pdf.
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This study examines teacher stress, as it is perceived by the individual teacher. Teacher stress is a well-researched topic with research findings attesting to a range of negative consequences that work-related stress has for the individual teacher and for the education system as a whole. The adoption of a phenomenographic research design enabled the researcher to engage in a process of empirical discovery whereby individuals' descriptions of the phenomenon were elicited and the conceptions identified.
Participants for the study were selected from 5 state primary schools in the South East region of Queensland. Individual interviews were conducted with fourteen teachers who conceived their teaching role as being stressful. The phenomenographic interviews provided information about teachers' experiences of work-related stress, the ways in which the sources of that stress are perceived, and the meanings that the participants in the study attribute to their experiences of stress.
The data in the form of verbatim transcripts were analysed by selecting quotations and grouping them into six categories of description. These represent the differing conceptions that emerged from the participants' discourses with each of the categories highlighting different themes. The categories of description identified were:
1. Teacher stress as an internalised teacher reaction.
2. Teacher stress as an externalised teacher reaction.
3. Teacher stress as a consequence of time and workload pressures.
4. Teacher stress as a consequence of student attitudes and behaviour problems.
5. Teacher stress as a consequence of administrators' attitudes and responses.
6. Teacher stress as a consequence of parental attitudes and actions.
The final stage of data analysis involved the mapping of the 'outcome space'. The depiction of the outcome space using a visual metaphor of an apple burrowed into by worms reflects the totality of awareness held by the participants about the phenomenon of teacher stress. The visual image illustrates the impact that work induced stress has on teachers' physical and psychological well-being, on teachers' professional self-esteem, and ultimately on their effectiveness in achieving quality outcomes in teaching and the facilitation of learning.
The construction of the six categories of description together with the mapping of the 'outcome space' provides new insights into ways of understanding the phenomenon of teacher stress. For the individual teacher, the 'outcome space' provides a simple visual image to facilitate the examination of personal understandings. At the organizational and systemic levels, the framework could be usefully employed to enhance awareness and understanding, to initiate discussion and to generate practical solutions for reducing teacher stress.
The insights gained from this research suggest a range of strategies and interventions for the reduction and management of teachers' stress. These indicate that at a personal level, teachers might be encouraged to seek personal and professional support from colleagues. The skills of Guidance Officers could also be utilised in teacher mentoring programs and in assisting teachers with the management of their stress. The mistaken belief expressed by many teachers that stress in teaching is an inevitable aspect of the work role must also be challenged. At the school level, the targeting of behaviour management as a whole school issue rather than an individual teacher responsibility can have positive effects. Better information flow within schools and a supportive and interested administration that values teachers' contributions as professionals is seen as a further proactive measure.
At a systemic level, positive outcomes can be achieved by concerted efforts to elevate the profile of schools and the professional standing of teachers. Educational authorities also have a role in examining the impact of educational changes and in establishing the extent to which particular systemic and curriculum changes are necessary, purposeful, and beneficial. Furthermore, the implementation of change requires strategic planning to ensure that teachers are confident with the newly introduced courses and practices.
This research lends strong endorsement to the findings of earlier studies that work-related stress has serious implications not only for individual members of the profession but also for the effectiveness of teaching and learning outcomes within the school system. The researcher contends that the creation of a low stress work environment for the teaching profession is highly desirable. The realization of this goal requires a commitment by teachers, administrators, and the educational hierarchy to the implementation of viable solutions for reducing teacher stress.
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LeDrew, June Elizabeth. "Women and primary physical education, a feminist critical ethnography." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21939.pdf.
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Robertson, Nicola Jane. "Rural women teachers : their narrative identities and reflections on community life." Thesis, University of Canterbury. Department of Sociology, 2000. http://hdl.handle.net/10092/4239.
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This study explores the narrative identities of two generations of rural women teachers who
live in a small Canterbury mixed farming district that also serves tourists. These eight
women's stories were collected through semi-structured in-depth interviews. The women
have all married local farmers after arriving as newcomers to teach, in either the 1960s to
early 1970s or the 1990s, at the secondary or primary schools within the area. This thesis
explores how the women narrate multiple identities as teachers, wives, mothers, farmers
and community members. These identities shift over time, space and in relation to the
women's context, whether they are relating with other people locally in the rural community,
with their family of origin in the city, or elsewhere. Yet, the majority of these women also
negotiate their identities into what appears to be a more essential "me." The women's own
concept of community is explored, in addition to the number of communities they each
belong to (defined either geographically or symbolically). The way the women identify
themselves as "newcomers or outsiders" and "locals or insiders" is also analysed in relation
to their sense of belonging. Throughout this thesis an intergenerational comparison of the
women's stories is made.
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Rakhit, Anuradha. "The career experiences of Asian women teachers : a life-history approach." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/36350/.
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This thesis explores the career perceptions and experiences of 20 experienced Asian women teachers who had commenced their careers in the last 25 years. By focusing on the accounts / stories of those Asian women teachers, I have attempted to answer the question: What is it like to be a black teacher in British schools? The stories were collected through a series of life-history interviews. Early research on the educational experience of black people in Britain focused more or less exclusively on schooling and 'black underachievement'. All tended to locate the problem and its solutions, within black children, their families and cultures, hence isolating 'race' issues from those of gender and social class. The research also have tended to continue to focus on pupils in schools and on those who are seen to have failed within the system. Instead, this study examines the experiences of Asian women teachers who had largely succeeded in their education. Despite the fact that my interviewees did not comprise a homogeneous group, there was uniformity regarding their perceptions of their career experiences and the way they related to their social environment. The Asian women teachers in this study encountered barriers at all stages in their careers and faced racism, albeit in different forms and guises. These teachers were perceived by white colleagues, parents and pupils as being the inferior 'Other'. In addition, apart from the overt, wounding type of racism, they were subjected to institutionalized racism, which denied them their dignity and made professional advancement very difficult. Many of these teachers often had to find alternative routes to promotion, in multicultural areas of teaching and not in mainstream section. They, sometimes, had to survive in hostile environments. But they all succeeded despite the system, rather than because of it. Success was often made at considerable personal cost, and with great determination and commitment. The study concludes that the experiences of these teachers were racially affected. A number of generalised patterns regarding their career developments and on the articulations of racism in their working lives emerge from these biographies and are discussed in this thesis. However, despite the existence of structural racism in society, the Asian teachers in this study found different ways of managing and responding to it.
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Turner, Lana Gay. "Stress in female secondary classroom teachers." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/436367.
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The purpose of the study was to determine if a relationship existed among perceived stressful situations in the classroom and the amount of perceived stress among female secondary classroom teachers in Indiana.The population of the study consisted of 268 female secondary classroom teachers randomly selected by computer at the Indiana Department of Education.Three instruments were used in the study. The first instrument, General Information, was used to gather demographic data pertaining to Age Group, Years of Experience, Type of School System, Population of School System, Enrollment of Secondary School, Subject Area taught, and Grade Level(s) taught. The second instrument, Perceived Stress Questionnaire, was used to indicate the amount of perceived stress experienced by respondents. The third instrument, Perceived Needs in Stress Counseling, was used to indicate the type of counseling respondents perceived needed in order to help teachers deal with stress. The Perceived Stress Questionnaire and Perceived Needs in Stress Counseling Questionnaire employed a Likert-type scale with five degrees provided from which to choose: About 10% or less of the time, About 25% of the time, About 50% of the time, About 75% of the time, and About 90% or more of the time.The data were analyzed by frequency response percentages and cross tabulation for the General Information items, Perceived Stress Questionnaire items, and for Perceived Needs in Stress Counseling items.The following findings and conclusions were based on a review of the literature as presented in the study and the results of the data collected:1. Student threats and physical attacks are major sources of stress among discipline problems for teachers.2. Administrators not supportive of teachers in conflict situations in the presence of students are a predominant stress factor.3. Students not cooperative in class are a major source of stress for responding teachers.4. Student Apathy and lack of volunteerism in class are not major sources of stress among respondents.5. Parents defending their child's misbehavior are a major source of stress among Lack of Parental Support items.6. The majority of teachers responding did not desire stress counseling to assist them in dealing with classroom stress.
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Kirk, Jacqueline E. "Impossible fictions? : reflexivity as methodology for studying women teachers' lives in development contexts." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84518.
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This thesis interweaves issues of feminist methodology with theories, policies and practices of gender and development, around a central focus on women teachers' lives. It addresses the position of women teachers in relation to theories and practices of gender, education and development. It examines appropriate research methodology for working with, understanding and interpreting the lives of women teachers in Karachi, Pakistan. Drawing on the multiple traditions of feminist narrative inquiry in the field of education, and on the methods and forms emerging in alternative forms of ethnographic practice, the study is a situated one. Lived experiences are foregrounded, and time, place, context made explicit. Interview, discussion group and fieldnote data are collected whilst working with women teachers in Karachi, Pakistan. After an unexpected departure after September 11, 2001, additional questionnaire data are collected from a distance.The thesis is a study researching women teachers' lives but also a critical reflection on the dominant development practices in which research takes place. As text it constitutes a form of feminist practice in and of itself. It analyzes the lived, and embodied experience of teaching, learning and researching, and rewrites this into the predominantly male-dominated literature and theory of education in development.
In the traditions of feminist inquiry, the study is also oriented towards change for women. Given the stated importance of gender equity, and especially the attention to girls' education of the international development community, the study has important implications for the ways that development planners think about women teachers, and design programs and policies for them. Shifting attention from natural nurturing and caring abilities of women teachers, to subjective issues of relational power dynamics, and to the individual and collective positionings of women's bodies within institutions and organizations, this study places women's lived experience as central to theories of pedagogy, curriculum, educational leadership, and to research in gender, education and development.
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Cheng, Huei-Chun. "A life history study of Taiwanese female teachers' identities from a poststructural feminist perspective." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610081.
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McMahon, Francine L. "A poststructural interrogation of self-formation in female physical education student teachers." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36636/1/36636_Digitised%20Thesis.pdf.
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Understandings of the female body in Western society have come under intense scrutiny as a result of the upsurge of interdisciplinary interest in the body, both in academia and in popular culture. In particular, commonsense understandings of women and their bodies have been well established by medical, psychological and sociological research. They have provided accounts about the ways in which young women regulate their body - as problematic and vulnerable to disorder. While this orthodox research has contributed greatly to understandings of female corporeality in Western society, the inquiry here departs from these more traditional frameworks. The challenge of this research project is not to ask what is wrong with women's bodies, but to document how young women engage in their own self-production. Underpinning this theoretical shift away from orthodox or modernist accounts of physicality is an epistemology that involves conceptual shifts from modernist to postmodernist versions of personhood. This new body of postmodern theorising draws on new French theory, in particular, the work of Michel Foucault, to probe the body as a representation of the self.
This study, thus, is a poststructural interrogation of the ways in which a specific group of young women in higher education Physical Education contexts, shape, govern, produce and regulate their bodies as part of their greater identity formation. To inquire into the sort of work that young women in sporting contexts do to achieve an embodied identity for themselves, the research analyses the accounts given by a group of four female Physical Education trainees of the ways they would govern their own and their students' body regulation. Given the importance of the body as a discursively organised assemblage in Foucauldian conceptualising of identity, the study interrogates the accounts as arising out of specific forms of discourse that frame their self-production. In using discourse analysis as a research method the study explores how female Physical Education trainees account for their own regime of body governance (i.e., make sense of available discourses about the body) and how they explain any lack of fit between their own body governance and those prescribed in the dominant disciplinary discourses of Physical Education. The aim of this interrogation is to discover how female Physical Education bodies are implicated in the dominant cultural story lines (e.g., medical, psychological and sociological discourse) that they encounter. While traditional research argues that women are imprisoned by the dominant storylines about how to regulate the body, the study argues, rather, that women are constrained or enabled within a set of discursive conditions that prevail about proper body regulation. They can make choices from the available discourses about how to regulate their body.
In investigating the ways in which the female body in sport-related contexts is constituted through discourse, the study found that female Physical Education trainees employed academic texts from their university course to govern how they would teach their students to regulate their bodies, as well as non-academic resources in their own body regulation. Non-academic texts were just as powerful and as important as academic texts in determining the regimes of body governance of their subjects. Each trainee saw herself as special case, foregrounding non-health discourses rather than the 'prescriptive texts' provided by their Physical Education course, despite the university context insisting on the importance of the latter over the former. The study concluded that there are limits to Physical Education's power as an academic discipline in countering other culturally defined texts. It also indicates how female Physical Education trainee bodies are made and re-made out of appropriated, sometimes contradictory discourses. The implications for them and other Physical Education students and lecturers are discussed.
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Yu, Kwan-mei. "Women technical teachers in Hong Kong secondary schools : Chinese feminine values and equal gender roles /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22143282.
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Reiss, Medwed Karen G. "Three women teachers of Talmud and rabbinics in Jewish non-orthodox day high schools : their stories and experiences /." Ann Arbor, MI : University Microfilms, 2005. http://wwwlib.umi.com/dissertations/preview/3166541.
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Amin, Nuzhat. "Negotiating nativism, minority immigrant women ESL teachers and the native speaker construct." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ53697.pdf.
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Hendricks, Frederica M. "Career experiences of black women faculty at research I universities /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9717161.
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