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Choosing to Teach: Reflections on Gender and Social Change by Lisa Smulyan — 2004This study uses data from a 10-year longitudinal study to explore how women graduates of a liberal arts college experience the gendered construction of teachers and teaching as they make life and career choices. These women respond to the expectations and pressures of families and teachers, renegotiate their own definitions of success and achievement, and reconstruct definitions of teaching and themselves as teachers. Despite their understanding of the status of other possible career choices, and their resistance of gendered frameworks of career and success, the women in this study ignore the rhetoric of teacher professionalization that might provide them with an alternative definition of teaching. Instead, they reframe teaching as a political act, one through which they can address issues of social inequality and social injustice.
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- Lisa Smulyan
Swarthmore College
E-mail Author
LISA SMULYAN is professor of education and chair of the Department of
Educational Studies at Swarthmore College where she teaches courses in
educational foundations, gender and education, and social and cultural
perspectives in education. Her research interests include classroom-based
research with teachers, case history as a basis for understanding school
practice, and investigations into the role of gender in students’, teachers’,
and administrators’ school and work experience. Recent publications
include Redefining Self and Success: Becoming Teachers and Doctors, Gender
and Education (in publication) and Balancing Acts: Women Principals at Work
(2000, SUNY Press).
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