Gender inequities in school teaching: reasons and repercussions

Belliappa, Jyothsna Latha (2014) Gender inequities in school teaching: reasons and repercussions. Learning Curve (23). pp. 13-15.

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Abstract

Through much of the 20th and 21st centuries in India, women entered the teaching profession in fairly significant numbers. There are many reasons for this. At the level of government policy it was decided that to increase enrolment of girls in school there should ideally be at least one female teacher in every primary school. To further this goal, many teacher training centres were set up exclusively for women and female teachers were given incentives to work in remote areas (Manjrekar, 2013). In addition to government policies, societal beliefs and practices have also tended to support the entry of women into teaching. Amongst the middle classes, teaching is viewed as a suitable profession for women because it is seen to be less demanding, (having shorter hours than many other jobs) and therefore compatible with household and childcare responsibilities. During my own career as a school teacher, I was often complimented on my choice of profession as an ‘ideal job for a woman’.

Item Type: Articles in APF Magazines
Uncontrolled Keywords: Education, Elementary education, Early childhood education
Subjects: Social sciences > Education
Divisions: Azim Premji University > University publications > Learning Curve
Depositing User: Mr. Sachin Tirlapur
Date Deposited: 01 Sep 2018 18:03
Last Modified: 01 Sep 2018 18:03
URI: http://publications.azimpremjifoundation.org/id/eprint/1087
Publisher URL: http://apfstatic.s3.ap-south-1.amazonaws.com/s3fs-...

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