UNBALANCED EQUATIONS: GENDER NUMBERS IN TEACHING

https://doi.org/10.5281/zenodo.13304464

Authors

  • Ashwannie Harripersaud Canje Secondary School, Ministry of Education, Guyana

Keywords:

Gender disparity, social norms, teaching profession, Guyana, gender roles, statement of the problem

Abstract

Generally held social beliefs and perceptions have always exerted tremendous pressure on individuals and groups to conform to those held by society. The perception that certain roles should be assigned to a certain gender continues to be a major issue among these social expectations. This research aims to investigate the prominent presence of female teachers in comparison to male teachers within the teaching profession in Guyana; it seeks to determine if society’s perception is one of the key factors for such a disparity. Despite efforts to promote gender equality globally, the educational sector in Guyana has continued to exhibit a significant gender disparity, especially at the Nursery, Primary, and to some extent the Secondary levels. This study further aims to examine the underlying factors that contribute to the disproportionate ratio of female to male teachers in Guyana, including historical influences, and personal career choices. Furthermore, this research highlights the potential implications of this gender imbalance and suggests possible strategies to increase the number of males in the teaching profession

Published

2024-08-12

How to Cite

Harripersaud, A. (2024). UNBALANCED EQUATIONS: GENDER NUMBERS IN TEACHING. Interdisciplinary Journal of Educational Practice (IJEP), 11(3), 45–93. https://doi.org/10.5281/zenodo.13304464

Issue

Vol. 11 No. 3 (2024): July-September

Section

Original Peer Review Articles
Copyright & Licensing

Copyright (c) 2024 Interdisciplinary Journal of Educational Practice (IJEP)

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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