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Journal articles on the topic 'Women teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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1

Grambs, Jean Dresden. "Are Older Women Teachers Different?" Journal of Education 169, no. 1 (January 1987): 47–64. http://dx.doi.org/10.1177/002205748716900105.

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Most teachers are women, and most older teachers are women. Does this group of educators comprise a distinctive population in terms of their own growing older and/or in the ways they teach and participate in school affairs? Low status is associated with being older, being female, and being a teacher. When combined, there are some expected stresses and problems not encountered by male counterparts. The double pressure of job and family for a woman in midlife often produces personal crises since work situations do not respond to these pressures on women. Unfortunately, research on age and teaching is almost nonexistent and there is very little on gender and teaching. Despite much negative commentary about women teachers in the educational literature, there are no studies showing women teachers to be less effective than men at any age. More study is needed to determine the impact of age, sex, and work on performance and quality of life. Meanwhile, school systems could be more responsive to the stresses older women face as well as the ways in which women use the workplace.

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2

Rossi, Jean Pablo Guimarães, Thaíse Fernanda de Lima Mares, and Eliane Rose Maio. "Women, teachers and researchers." Revista Internacional de Educação Superior 10 (November 21, 2022): e024032. http://dx.doi.org/10.20396/riesup.v10i00.8670871.

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Introduction: In this research, our general objective is to present issues that can be identified and analyzed, around the experiences of women, teachers, researchers, who were in the university space at the time of the pandemic (which began in 2019), due to of the Coronavirus/COVID-19. Social isolation, which was imposed as one of the measures to contain the virus, required (and has required) all of us to (re)think new adaptations and readjustments, especially in regard to the academic field. Teachers have been challenged to reflect on their activities in various aspects, both professional and personal. In this way, from the context of a global pandemic, we problematize: what issues can be identified and analyzed, around the experiences of women, teachers, researchers, who were in the university space at the time of the pandemic? Method: To do this, we applied a questionnaire through the Google Forms platform, to ten women, teachers, researchers and who were inserted in Postgraduate programs during the years 2020 and 2021. The data collected was analyzed from the Feminist and Gender Studies, relevant for the analysis and discussion of the nuances of "being a woman" and their experiences in the face of the demands of this historical moment. Results/Conclusion: The data highlighted the gender inequalities associated with female researchers, and also pointed to the need to rethink gender issues in the context of the COVID-19 pandemic.

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3

Fuller, Kay. "Women secondary head teachers." Management in Education 23, no. 1 (January 2009): 19–31. http://dx.doi.org/10.1177/0892020608099078.

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4

Maguire, Meg. "Women Who Teach Teachers." Gender and Education 5, no. 3 (January 1993): 269–81. http://dx.doi.org/10.1080/0954025930050303.

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5

Paul, Pope John. "Women: teachers of peace." Journal of Muslim Minority Affairs 16, no. 2 (July 1996): 295–99. http://dx.doi.org/10.1080/13602009608716346.

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6

Butler, Anne M., and Polly Welts Kaufman. "Women Teachers on the Frontier." Journal of American History 72, no. 2 (September 1985): 411. http://dx.doi.org/10.2307/1903416.

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7

Kotecha, Piyushi. "The Position of Women Teachers." Agenda, no. 21 (1994): 21. http://dx.doi.org/10.2307/4065818.

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8

Riley, Glenda, and Polly Welts Kaufman. "Women Teachers on the Frontier." Western Historical Quarterly 16, no. 1 (January 1985): 79. http://dx.doi.org/10.2307/968161.

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9

Jensen, Billie, and Polly Welts Kaufman. "Women Teachers on the Frontier." History Teacher 19, no. 1 (November 1985): 151. http://dx.doi.org/10.2307/493645.

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10

Grace, Gerald. "Women Teachers as Organic Intellectuals." British Journal of Sociology of Education 16, no. 3 (September 1995): 415–17. http://dx.doi.org/10.1080/0142569950160309.

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11

Kean, Hilda. "Women Teachers, Experience and Theory." Oxford Review of Education 23, no. 3 (September 1997): 407–10. http://dx.doi.org/10.1080/0305498970230310.

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12

Schick, Carol. "White Women Teachers Accessing Dominance." Discourse: Studies in the Cultural Politics of Education 21, no. 3 (December 2000): 299–309. http://dx.doi.org/10.1080/713661167.

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13

장수지. "Supporters of Working Mothers, Daycare Teachers: Women Who Sustained the Childcare Program in the Early PRC." Women and History ll, no. 30 (June 2019): 257–304. http://dx.doi.org/10.22511/women..30.201906.257.

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14

Morris Matthews, Kay, and Kay Whitehead. "Australian and New Zealand women teachers in the First World War." History of Education Review 48, no. 1 (June 3, 2019): 31–45. http://dx.doi.org/10.1108/her-05-2018-0012.

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Purpose The purpose of this paper is to highlight the contributions of women teachers to the war effort at home in Australia and New Zealand and in Egypt and Europe between 1914 and 1918. Design/methodology/approach Framed as a feminist transnational history, this research paper drew upon extensive primary and secondary source material in order to identify the women teachers. It provides comparative analyses using a thematic approach providing examples of women teachers war work at home and abroad. Findings Insights are offered into the opportunities provided by the First World War for channelling the abilities and leadership skills of women teachers at home and abroad. Canvassed also are the tensions for German heritage teachers; ideological differences concerning patriotism and pacifism and issues arising from government attitudes on both sides of the Tasman towards women’s war service. Originality/value This is likely the only research offering combined Australian–New Zealand analyses of women teacher’s war service, either in support at home in Australia and New Zealand or working as volunteers abroad. To date, the efforts of Australian and New Zealand women teachers have largely gone unrecognised.

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15

Acker, Sandra. "Creating Careers: Women Teachers at Work." Curriculum Inquiry 22, no. 2 (1992): 141. http://dx.doi.org/10.2307/1180030.

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16

Fuller, Kay. "Women secondary head teachers in England." Management in Education 31, no. 2 (April 2017): 54–68. http://dx.doi.org/10.1177/0892020617696625.

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The underrepresentation of women in secondary school headship in England and elsewhere is an early and longstanding theme in the women and gender in educational leadership literature. The purpose of this article is to report findings from a statistical survey of secondary school head teachers across England. Data available in the public domain on school websites have been collated during a single academic year to present a new picture of where women lead secondary schools in England. Mapping the distribution of women by local authority continues to show considerable unevenness across the country. This article argues that a geographical perspective still has value. It might influence the mobilization of resources to targeted areas and ultimately result in women’s proportionate representation in school leadership. Alongside this is a need for schools and academy trusts to comply with the Public Sector Equality Duty.

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17

Ladykowska, Agata, and Detelina Tocheva. "Women Teachers of Religion in Russia." Archives de sciences sociales des religions, no. 162 (July 1, 2013): 55–74. http://dx.doi.org/10.4000/assr.25051.

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18

Adams, Gill. "Women teachers' experiences of learning mathematics." Research in Mathematics Education 15, no. 1 (March 2013): 87–88. http://dx.doi.org/10.1080/14794802.2013.763607.

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19

Morley, Alyssa. "Unraveling the ‘female teacher effect’: The positioning and agency of female teachers in girls’ education reform." education policy analysis archives 27 (November 4, 2019): 141. http://dx.doi.org/10.14507/epaa.27.4249.

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Concerns about the academic performance of students from marginalized groups underscore calls for students to be taught by teachers of similar racial, ethnic, or gender identities (e.g., Miller, 2018). In sub-Saharan Africa, projects enlist women teachers as role models for girls in an effort to redress persistent gender disparities in education. However, in casting women teachers as inherent role models to girls, these projects run the risk of reinforcing long-standing portrayals of women in the Global South as a monolithic group with heightened responsibility for development (Chant, 2006; Mohanty, 1988). I identify one policy pilot in Malawi as a window for examining this phenomenon, and I pair discourse analysis and ethnographic analysis to investigate how women teachers are constructed in this policy and how these constructions unravel in practice. Drawing on anthropology of policy, I first trace how female teachers are created as particular types of “policy subjects” (Ball, Maguire, Braun, Hoskins, 2011). Then, I examine how teachers at one school grapple with these narrowly constructed roles. This study’s findings caution against a disproportionate reliance on same-gender teachers for role-modelling, particularly when these teachers also belong to marginalized groups.

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20

Hoh, Yin Kiong. "Outstanding Women in Mechanical Engineering." International Journal of Mechanical Engineering Education 35, no. 3 (July 2007): 198–206. http://dx.doi.org/10.7227/ijmee.35.3.4.

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The article aims to sensitise teachers to their perception of engineers and scientists. It also highlights the life and achievements of one outstanding woman mechanical engineer, namely Ilene J. Busch-Vishniac, and summarises the achievements of other outstanding women in mechanical engineering. Teachers can use the examples of these outstanding female engineers as role models to inspire their students.

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21

Kirk, Jackie. "Gender, Education, and Development: Are Women Teachers Women in Development?" Canadian Journal of Development Studies/Revue canadienne d'études du développement 26, sup1 (January 2005): 633–49. http://dx.doi.org/10.1080/02255189.2005.9669103.

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22

Bascia, Nina. "Women teachers, union affiliation, and the future of North American teacher unionism." Teaching and Teacher Education 14, no. 5 (July 1998): 551–63. http://dx.doi.org/10.1016/s0742-051x(98)00005-5.

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23

Priatiningsih, Selasi. "Kepemimpinan Wanita Sebagai Kepala Sekolah Studi di SD Negeri Kecamatan Balung Kabupaten Jember." Journal Of Administration and Educational Management (ALIGNMENT) 1, no. 1 (June 17, 2018): 1–10. http://dx.doi.org/10.31539/alignment.v1i1.220.

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The research aims at describing types as well as teachers perception on woman principal leadership in Public Primary School in Balung subdistrict. The research approach was quantitative with survey research to gather a general descrition of woman principal leadership. Data collection was carried out through questionnaire and interview technique to 54 teachers at Public Primary School lead by women principals. The sample was population sample because it used the whole participants as the sample. The results of the research showed that the dominant type of 5 women principals included in personal type of leadership which is indicated by mean 10.147 (SD 1.393) whereas otoriter type became the smallest score included as minor type which was indicated by mean 9.056 (1.224). teachers perception showed that leadership stye of woman principles was inclined to be feminine with mean 3.68 and transformational style indicated by mean 3.11 which was supported bu two insicators by masculine and transactional styles. Keywords: Woman Leadership, Women Principles, Balung Public Primary School

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24

Vance, Booney, Norma Nutter, and Sam Humphreys. "Responses of Laboratory School Teachers to the Teacher Stress Inventory." Perceptual and Motor Skills 68, no. 3 (June 1989): 939–44. http://dx.doi.org/10.2466/pms.1989.68.3.939.

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The study analyzed on-the-job stress for a sample of 30 full-time university laboratory school teachers: 8 men, 19 women and 3 who did not report sex. A small number experienced a great deal of discomfort (stress) in performing their jobs. The strongest sources of stress identified by these teachers were not enough time for relaxation and preparation, personal life shortchanged, inadequate salary, and teaching poorly motivated students. Several aspects of the stress reported are discussed, and recommendations are made regarding research and methods to help teachers cope with stress.

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25

Das, Lokanath. "MENTAL HEALTH AND OCCUPATIONAL STRESS OF WOMEN TEACHERS AT SECONDARY LEVEL." SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE AND ENGLISH LANGUAGE 9, no. 46 (August 1, 2021): 11400–11409. http://dx.doi.org/10.21922/srjhsel.v9i46.6650.

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Every woman stuck in a vicious cycle of stress and depression forever trying to balance an ever growing burden of professional responsibilities and personal commitment. Mental health reported as an important factor influencing individual behavior. So the present study is carried out on mental health and occupational stress of women teachers at secondary level. The researcher used the descriptive survey method. One hundred secondary schools from Keonjhar district of Odisha were selected through simple random sampling technique. From the hundred schools, a sample of 100 women teachers was selected randomly where 60 women teachers were married and 40 were unmarried. Standardized tools i.e. Employee’s Mental Health Inventory (EMHI) prepared by Dr. Jagadish (Agra) and Teachers Occupational Stress Scale (TOSS) prepared by Dr. Meenakshi Sharma and Dr. Satvinderpal kaur on occupational stress were used. The collected data were analyzed through t-test, product moment® and QD. From the above study it was found that there is significance of difference in mental health between married and unmarried women teachers at secondary level.

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26

Jianling, Liu. "Women Teachers' Role Conflict and Its Management." Chinese Education & Society 33, no. 4 (July 2000): 68–74. http://dx.doi.org/10.2753/ced1061-1932330468.

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27

Brown, Helen, and Alison Oram. "Women Teachers and Feminist Politics 1900-39." Labour / Le Travail 44 (1999): 289. http://dx.doi.org/10.2307/25149018.

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28

Chuinneagáin, Síle. "Women teachers and into policy 1905–1916." Irish Educational Studies 14, no. 1 (March 1995): 221–25. http://dx.doi.org/10.1080/0332331950140120.

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29

Theobald, Marjorie. "Women teachers and feminist politics, 1900-1939." Women's History Review 7, no. 2 (June 1, 1998): 261–85. http://dx.doi.org/10.1080/09612029800200357.

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30

Whitehead, Kay. "Democracy’s angels: the work of women teachers." History of Education 44, no. 5 (July 20, 2015): 673–75. http://dx.doi.org/10.1080/0046760x.2015.1054894.

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31

Becker, Henry Jay. "Men and women as computer-using teachers." Sex Roles 13, no. 3-4 (August 1985): 137–48. http://dx.doi.org/10.1007/bf00287906.

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32

Nithyanantham, Dr Vinnaras. "Level of Interpersonal Relationship among the Women Student-Teachers in Iraq." International Journal of Psychosocial Rehabilitation 24, no. 5 (April 20, 2020): 2592–99. http://dx.doi.org/10.37200/ijpr/v24i5/pr201959.

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33

Casey, Kathleen. "Teacher as Mother: curriculum theorizing in the life histories of contemporary women teachers." Cambridge Journal of Education 20, no. 3 (January 1990): 301–20. http://dx.doi.org/10.1080/0305764900200310.

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34

Thompson, Kali, and Stephanie Jones. "The everyday traumas of neoliberalism in women teachers’ bodies: Lived experiences of the teacher who is never good enough." Power and Education 13, no. 2 (May 6, 2021): 88–99. http://dx.doi.org/10.1177/17577438211011631.

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A teacher’s ability to feel successful – some might even say good – in today’s education system relies on a particular conception of academic success. We argue neoliberalism, as it operates in education, is a normalized trauma enfolded in the individual and collective bodies of women teachers producing overwhelming feelings of never being good enough while also not feeling entitled to do what is right – in the moment – for the children they teach. But this is not new; women have historically been positioned as others through whom educational directives should flow without question. Using the lived experience of the first author, teaching in the south-eastern United States, we describe some of the tolls neoliberalism has on the physical and emotional well-being of the woman teacher body in the search of being good enough. We argue it is time for teacher education to become a feminist project where women have access to the intellectual and analytical tools to make sense of what is being done to them and to give testimony and be a critical witness of these everyday traumas that are being inflicted upon them, their students and others collectively in schools.

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35

Wang, Hanqing. "Gender Inequality in Teacher Recruitment: Lack of Male Teachers." Journal of Education, Humanities and Social Sciences 12 (April 19, 2023): 204–10. http://dx.doi.org/10.54097/ehss.v12i.7632.

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Due to the lack of male teachers, many primary and secondary schools provide policies in favor of men in teacher recruitment in order to balance the gender ratio of teachers in schools. However, such recruitment policies cannot change men's resistance to the education industry but cause discrimination and unfair treatment of women in recruitment. On the one hand, the gender imbalance of the teaching staff needs to be improved. On the other hand, gender discrimination in teacher recruitment should not continue. Focusing on the theme of teacher gender, this study is based on the unfair situation in teacher recruitment, analyzes its causes, and provides reasonable suggestions to solve the gender problem of teachers. The suggestions put forward in this regard are summarized as follows: (a) The government should change the stereotype of teaching profession in society through propaganda. (b) The social status of teachers should be improved. (c) Normal colleges and universities should set up gender-related courses. At the same time, primary and secondary schools should standardize and assess teachers' gender-related behaviors.

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36

Kepalaitė, Albina. "Peculiarities of Teachers’ Coping Strategies." Social welfare : interdisciplinary approach 3, no. 2 (December 30, 2013): 52–60. http://dx.doi.org/10.15388/sw.2013.28271.

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This research aims to reveal teachers’ stress coping peculiarities. It was identifi ed that teachers most often used planful problem solving and accepting responsibility, while escaping-avoidance and confrontation were used most rarely. Female teachers used all coping strategies more often than male teachers. Succession of frequency of coping strategies in male and female groups differs. Senior women use confrontation and distancing coping more rarely than younger women. The specifi city of frequency of coping strategies, considering the delivered subject, was disclosed.

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Pérez-Testor, Carles, Julia Behar, Montse Davins, José Luís Conde Sala, José A. Castillo, Manel Salamero, Elisabeth Alomar, and Sabina Segarra. "Teachers' Attitudes and Beliefs about Homosexuality." Spanish journal of psychology 13, no. 1 (May 2010): 138–55. http://dx.doi.org/10.1017/s1138741600003735.

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Schools play a key role in transmitting attitudes towards sexual diversity. Many studies stress the importance of teachers' and other professionals' attitudes towards gay men and/or lesbian women. This study evaluates attitudes and prejudices toward homosexuality in a sample of 254 elementary and high school teachers in Barcelona and its surrounding area. The results obtained using a scale of overt and subtle prejudice and a scale of perceived discrepancy of values indicate that discrepancy between likely behavior and personal values was significantly greater in women, those who hold religious beliefs, churchgoers and people without any gay or lesbian acquaintances. Approximately 88% of the teachers showed no type of prejudiced attitudes towards gay men and lesbian women. The experience of proximity to gay men and/or lesbian women reduces not only the discrepancy between personal values and likely behavior but also the presence of homophobic prejudice. It would be advisable to expand specific teacher training in the subject of sexual diversity in order to reduce prejudicial attitudes, thus fostering non-stereotyped knowledge of homosexuality.

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38

Whitehead, Kay. "Australian women educators’ internal exile and banishment in a centralised patriarchal state school system." Historia y Memoria de la Educación, no. 17 (December 18, 2022): 255–90. http://dx.doi.org/10.5944/hme.17.2023.33121.

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This article explores Australian women teachers’ struggles for equality with men from the late nineteenth to the mid-twentieth century. While Australia purported to be a progressive democratic nation, centralised patriarchal state school systems relied on women teachers to fulfil the requirements of free, compulsory and secular schooling. This study focuses on the state of South Australia where women were enfranchised in 1894, far ahead of European countries. However, women teachers were subjected to internal exile in the state school system, and banished by the marriage bar. The article begins with the construction of the South Australian state school system in the late nineteenth century. The enforcement of the marriage bar created a differentiated profession of many young single women who taught prior to marriage; a few married women who required an income; and a cohort of senior single women who made teaching a life-long career and contested other forms of subordination to which all women teachers were subject. Led by the latter group, South Australian women teachers pursued equality in early twentieth century mixed teachers unions and post-suffrage women’s organisations; and established the Women Teachers Guild in 1937 to secure more equal conditions of employment. The paper concludes with the situation after World War Two when married women were re admitted to the state school system to resolve teacher shortages; and campaigns for equal pay gathered momentum. In South Australia, the marriage bar was eventually removed in 1972.

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Volkova, E. N. "Psychological Well-being and the Structure of the teacher’s Agency." Vestnik of Minin University 12, no. 2 (June 20, 2024): 9. http://dx.doi.org/10.26795/2307-1281-2024-12-2-9.

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Introduction. In positive psychology, psychological well-being is associated with personal resources that ensure creative processes and positive changes in a person’s life and activities. Considering agency as the main professional and personal resource of a teacher for positive transformations in modern education, we assume that agency acts as such a resource provided that the teacher perceives himself as a psychologically prosperous person. Psychological well-being in the study is considered within the framework of the PERMA model and represents the teacher’s self-representation of the main resources of positive functioning (positive emotions, involvement in relationship activities, meaning and achievement in activities) and his experience of happiness and life satisfaction. The purpose of the study is to study the characteristics of the psychological well-being of a modern teacher and the relationship between the components of well-being and the structure of the teacher’s agency.Materials and Methods. The severity of the components of teachers’ subjectivity was studied using the “Structure of agency” questionnaire (E. N. Volkova, I. A. Seregina). To study psychological wellbeing, the Russian version of the PERMA-Profiler questionnaire was used (O. M. Isaeva, A. Yu. Akimova, E. N. Volkova). 447 people participated in the study, of which 376 people. (84.1 %) – women, 71 people. (15.9 %) – men. The average age of study participants was 37.2 years (standard deviation SD=12.5). Work experience – from 1 year to 47 years.Results. The results of the study showed that the general level of well-being, as well as the values of the main components of well-being among modern teachers, is in the range of average values, however, all components of psychological well-being are expressed among teachers to a lesser extent than among representatives of other professional groups and in general among respondents of the Russian sample. Stratification variables that influence the psychological well-being of school teachers are the characteristics of age, work experience, and qualification category. The psychological wellbeing of teachers corresponds to older age, decreased work experience, and a low qualification category (or lack thereof). Psychologically well-off teachers are characterized by a balanced structure of agency, which presupposes uniform and high expression of all its components. Among the components of agency, psychological well-being is most determined by the teacher’s ability to make personal choice and the development of reflection.Discussion and Conclusions. The teacher’s psychological well-being can be considered as a characteristic of his/her professional socialization connected with the level of students' well-being. The actual level of teacher’s psychological well-being is lower than in the general Russian sample and in the sample of other professional pedagogical groups - preschool teachers. The low level of the teacher's psychological well-being can hinder the teacher's professional development. The teacher's psychological well-being is correlated with the teacher’s agency, in particular, with the teacher's activity, choices and responsibility, reflection. A balanced structure of agency is correlated the psychological well-being of teachers and the understanding another person is expressed to a significant extent.

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40

Kamala H, Kamala H., and Dr K. Jayashankar Reddy. "A Comparision of Happiness Among Men and Women College Teachers in Bengaluru." Indian Journal of Applied Research 3, no. 4 (October 1, 2011): 113–14. http://dx.doi.org/10.15373/2249555x/apr2013/35.

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41

Begum, Dr Irfana. "Socio-Psycho Issues for Women Teachers Working at Recognized and Unaided Schools." Global Journal For Research Analysis 3, no. 8 (June 15, 2012): 1–2. http://dx.doi.org/10.15373/22778160/august2014/153.

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42

Beer, John. "Depression and Self-Esteem of Teachers." Psychological Reports 60, no. 3_part_2 (June 1987): 1097–98. http://dx.doi.org/10.1177/0033294187060003-215.1.

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The correlation between self-esteem and depression measured on the Coopersmith Self-esteem Inventory-Adult Form and Beck Depression Inventory for 51 teachers was –-.59. There were no significant differences between men and women and single or married subjects for depression. There was a significant difference between men and women for self-esteem (men scored higher) but none between single or married subjects.

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43

Rani, Anita. "Occupational Stress in Relation to Teacher Self - Efficacy and Spiritual Intelligence of Women Teachers." Bioscience Biotechnology Research Communications 13, no. 4 (December 25, 2020): 2217–25. http://dx.doi.org/10.21786/bbrc/13.4/89.

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44

Carroll, David, Jaai Parasnis, and Massimiliano Tani. "Why do women become teachers while men don’t?" B.E. Journal of Economic Analysis & Policy 21, no. 2 (January 22, 2021): 793–823. http://dx.doi.org/10.1515/bejeap-2020-0236.

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Abstract Across countries, almost all primary and pre-primary teachers are women while few men in the occupation tend to specialise in secondary schooling and administration. We investigate the decision to become a teacher versus alternative occupations for graduates in Australia over the past 15 years. We find that this gender distribution reflects relative returns in the labour market: women with bachelor qualifications receive higher returns in teaching, while similarly educated men enjoy substantially higher returns in other occupations. We also find evidence that schools which can, and do, make higher wage offers successfully attract more male teachers as well as more female teachers with a degree in science, technology, engineering, and mathematics. These results are consistent with the predictions of theoretical models of self-selection of intrinsically motivated workers.

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45

Choi, Geon Ah, Hye Sun Paik, and Soo Jin Lee. "Sexual Discrimination Discourses in School : Women Teachers’ Cases." Korean Journal of Literacy Research 11, no. 2 (April 30, 2020): 263–300. http://dx.doi.org/10.37736/kjlr.2020.04.11.2.09.

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46

Pierre, Yvette. "Rooted Pedagogies: Black Women Activist Teachers Planting Seeds." European Scientific Journal, ESJ 14, no. 19 (July 31, 2018): 36. http://dx.doi.org/10.19044/esj.2018.v14n19p36.

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The history of activism on the part of African American women has laid the foundation on which contemporary African American women activists and scholars have developed theories, critiques, and cultural frameworks that challenges pre- established paradigms and epistemologies. This paper focuses on extending the research that begun on African American teacher activists to gain sufficient insight into their political perspectives and how their perspectives were manifested in their personal and professional lives to influence their role as a teacher. This study was informed by black feminist epistemology and it employs portraiture as its research methodology. Data analysis yielded significant findings. The subjects of the study considered those life experiences to be most significant that contributed in developing their critical consciousness as children through the influence of their family, school, and community. Each teacher pointed to the need to teach critical thinking skills so that students of color will be able to establish their places in the world as productive citizens. The pedagogical approaches of the black women activist teachers were theorized and it emerged as a model of Rooted Pedagogies grounded in the historical tradition of black women’s activism. Furthermore, the implications for teacher education and practice were discussed, alongside with the recommendations for future research.

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Devi, V. Manjula, and Ranjithamani. "A STUDY OF LEGAL AWARENESS AMONG WOMEN TEACHERS." International Journal of Research -GRANTHAALAYAH 5, no. 5(SE) (May 31, 2017): 122–26. http://dx.doi.org/10.29121/granthaalayah.v5.i5(se).2017.1982.

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Abstract:

The need of the hour that basic knowledge of laws should be imparted to a large section of educated population especially women who are the most sufferer section of the society. The Questionnaire was constructed and validated by the investigator. 200 school women teachers were selected as sample using stratified random sampling. The findings of the study reveal that there is a significant difference between awareness of legal rights among women school teachers on the basis of their subject and locality.

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Kim. "Women of Color Scholar-Teachers Reclaiming Our Classrooms." Journal of Feminist Studies in Religion 32, no. 1 (2016): 142. http://dx.doi.org/10.2979/jfemistudreli.32.1.16.

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Pilgrim, Richard B., Lenore Friedman, Sallie B. King, and Satomi Myodo. "Meetings with Remarkable Women: Buddhist Teachers in America." Philosophy East and West 39, no. 1 (January 1989): 106. http://dx.doi.org/10.2307/1398889.

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Foster, Billye B. "Choices: A Dilemma Of Women Agricultural Education Teachers." Journal of Agricultural Education 42, no. 3 (September 2001): 1–10. http://dx.doi.org/10.5032/jae.2001.03001.

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