Finnish teachers as (de)constructors of the binary-gendered ideals of the teaching profession.
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| Title: | Finnish teachers as (de)constructors of the binary-gendered ideals of the teaching profession. |
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| Authors: | Myyry, Salla1 (AUTHOR) salla.myyry@uef.fi, Juvonen, Sara1 (AUTHOR), Huilla, Heidi1 (AUTHOR), Kosunen, Sonja1 (AUTHOR) |
| Source: | Gender & Education. Oct2025, Vol. 37 Issue 7, p830-845. 16p. |
| Subject Terms: | *Gender, *Masculinity, *Scholarly method, *Social norms, *Teachers, *Teacher role, *Femininity, Binary gender system |
| Abstract: | Teaching is a gender-segregated profession, particularly at the lower levels of education. This study empirically contributes to discussions on gendered ideals of teaching, a hot topic in the field of education for decades, by critically examining how Finnish teachers construct teachers' gender, and illustrating how these discursive practices either challenge or reinforce binary-gendered ideals within the teaching profession. According to our findings, teachers represented gender constantly as two oppositional essences or approached it as meaningless in schooling practices, with both approaches maintaining binary-gendered ideals in the teaching profession. However, the teachers additionally deconstructed the fixed cultural ideals of masculinity and femininity. We therefore argue that social and cultural ideals and expectations of gender matter and maintain gender divisions in teaching. To confirm these ideals' influence, we suggest critical evaluation of the essentialist underpinnings of culturally feminine and masculine practices in teachers' work, such as caring and generating authority. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Teaching is a gender-segregated profession, particularly at the lower levels of education. This study empirically contributes to discussions on gendered ideals of teaching, a hot topic in the field of education for decades, by critically examining how Finnish teachers construct teachers' gender, and illustrating how these discursive practices either challenge or reinforce binary-gendered ideals within the teaching profession. According to our findings, teachers represented gender constantly as two oppositional essences or approached it as meaningless in schooling practices, with both approaches maintaining binary-gendered ideals in the teaching profession. However, the teachers additionally deconstructed the fixed cultural ideals of masculinity and femininity. We therefore argue that social and cultural ideals and expectations of gender matter and maintain gender divisions in teaching. To confirm these ideals' influence, we suggest critical evaluation of the essentialist underpinnings of culturally feminine and masculine practices in teachers' work, such as caring and generating authority. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09540253 |
| DOI: | 10.1080/09540253.2025.2544532 |
