Educators’ responses to policy concerns about the gender balance of the teaching profession in Scotland

Tett, Lyn and Riddell, Sheila (2009) Educators’ responses to policy concerns about the gender balance of the teaching profession in Scotland. Journal of Education Policy, 24 (4). pp. 477-493. ISSN 0268-0939

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Abstract

Concepts of gender equity are changing and the necessity of actively developing a fairer gender balance is now enshrined in the Gender Equality Legislation implemented in 2007 that required public bodies to positively promote equality. This study examines, from the perspectives of educators, their understandings of gendered inequalities in teaching and the issues that they raise for the profession. Overall, respondents did not see the numerical domination of women as a problem but instead they saw the benefits of maintaining the diversity of the teaching profession, since all pupils could benefit from the range of interests and attributes offered by both women and men. Respondents were both embracing and disputing popular discourses about the gender balance in teaching but argued strongly that there should be no discriminatory barriers to the profession. It is concluded that a policy approach to gender equality should address the material and social disadvantage experienced by those working in female-dominated professions like teaching and this would ensure people would be enabled to exercise gendered preferences without penalties or unfair advantages in income or status.

Item Type:	Article
Subjects:	L Education > L Education (General)
Schools:	School of Education and Professional Development School of Education and Professional Development > Centre of Lifelong Learning and Social Justice
Related URLs:	Author
Depositing User:	Sharon Beastall
Date Deposited:	03 Jul 2012 11:17
Last Modified:	04 Apr 2018 16:15
URI:	http://eprints.hud.ac.uk/id/eprint/14106

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