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