A Quintessentially Feminine Domain? Student Teachers' Constructions of Primary Teaching as a Career

By B. Carrington. 2002

101 citations recorded by the source corpus.

Subfields: Gender Studies, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/e712a6bfcdcf10bf5c8544b0edf81100e7249440

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Gender Studies

1. Christine Skelton
2. A. Mcphee
3. B. Carrington
4. Tor Foster
5. Elizabeth. Newman
6. D. Beijaard
7. P. Cushman

In Sociology and Political Science

1. Christine Skelton
2. B. Carrington
3. Tor Foster
4. Elizabeth. Newman
5. A. Mcphee
6. D. Beijaard
7. P. D. den Brok
8. Marieke Pillen

Citations in the corpus

• Failing to get men into primary teaching: a feminist critique (2009, background): “● Both male and female student teachers do not consider gender to be an issue when thinking about their role as teachers (Smedley and Pepperell 2000; Carrington 2002).”
• Factors Influencing Teaching Choice in Turkey (2012, background): “As is the case in other countries of the OECD (OECD, 2005 ), including the United Kingdom (Carrington, 2002 ) and Australia (Watt & Richardson, 2007 ), teaching in Turkey is a career preferred by females, perhaps related to family flexibility and part-time work opportunities (Bourne & Ozbilgin, ”
• Does the gender of the teacher really matter? Seven‐ to eight‐year‐olds’ accounts of their interactions with their teachers (2007, unknown): “, 1999 ; King, 2000 ; Hutchings, 2002 ; Skelton, 2002 ; Carrington, 2002b ; Francis & Skelton, 2005 ).”
• Just a knock back? Identity bruising on the route to becoming a male primary school teacher (2005, background): “The ‘quintessentially feminine domain’ of primary teaching (Carrington, 2001 , p.”
• Boys' ‘underachievement’ and the feminization of teaching (2008, background): “Of these, Martin (Southridge, NE), pointed to the sense of social isolation and other difficulties encountered by male primary teachers in this quintessentially female domain (Carrington 2002; Skelton 2002):”
• Professional identity tensions of beginning teachers (2013, background): “Caring reasons, like working with children, are frequently occurring motives for entering primary education (e.g., Carrington, 2002).”
• Role models, school improvement and the ‘gender gap’—do men bring out the best in boys and women the best in girls?1 (2008, unknown): “, 1999 ; King, 2000 ; Carrington, 2002b ; Skelton, 2002 ).”
• Male Primary Teachers and Perceptions of Masculinity (2003, unknown): “(For more details of the methodology see Carrington, 2003).”