Through qualitative research methods, this book engages in a holistic understanding of cultural, economic, and institutional forces that interact to produce the underrepresentation of women as school teachers in four sub-Saharan African countries.
Comparative case studies at the national level, using a common research design, show that teaching, despite being an attractive civil service job, offers low salaries and many challenges, especially when it takes place in rural areas. Combining professional duties with demanding family responsibilities further diminishes women’s ability to stay in the teaching profession. The studies in this book attempt to bridge research findings with policy by developing action plans in cooperation with ministries of education of the respective countries.
Women Teachers in Africa will be of interest to academic researchers, undergraduate and postgraduate students in the relevant fields, as well as development professionals, aid agency staff and education policy experts.
Table of Contents
Foreword List of Abbreviations Introduction 1. Increasing Female School Teachers in African Countries: Effects, Barriers, and Policies 2. Women Teachers in Liberia: Social Forces Accounting for Professional Underrepresentation 3. Women Teachers in Tanzania: Barriers Encountered and Policy Recommendations 4. Women Teachers in Uganda: Voices from the Field 5. Women Teachers in Togo: Tradition and Power in the Construction of Gender Conclusions Epilogue: A Note on Teacher Salaries
Nelly Stromquist is Professor of International Education Policy at University of Maryland, USA.
Steven J. Klees is Professor of International Education Policy at University of Maryland, USA.
Jing Lin is Professor of International Education Policy at University of Maryland, USA.