RunningHeader:SUBCULTURE:FEMALETEACHERS

CommunityWriting:
Subculture:FemaleTeachers
IsraelArangoHernandez,LuisMelendez,KassidyVo,AriannaNomura,KarenOvadia
ChapmanUniversity

RunningHeader:SUBCULTURE:FEMALETEACHERS

MiniEthnography:FemaleTeachers

Ifkidscometousfromstrong,healthyfunctioningfamilies,itmakesourjobeasier.If
theydonotcometousfromstrong,healthy,functioningfamilies,itmakesourjobmore
important(BarbaraColorose).Itissaidthatteachersarethemostimportantpeopleinour
society.Effectiveteachersarethemostimportantfactorcontributingtoastudent'sachievement.
Theyteachtheyounggenerationtobecomegreatleaderswithinthecommunity,theyimpactthe
studentsacademiclifeaswellassociallife.Effectiveteachersaretheonesthatcarefortheir
studentsandonesthatbelieveintheirstudents.Inrecentyears,moreandmoreteachershappen
tobefemale.Schoolsarewherestudentsspendmostoftheirtime,studentsareinfluencedby
theirpeersandtheirteachersaroundthem.Butwhyhavefemaleschosentobecometeachers
overotherjobs?Thisquestionisaskedbymanyanditisaquestionthatcrossesourmindsonce
ortwice.
Femaleteachersseemtobetheperfectfitformanystudents,thefemaletraitappealsto
manyandhashadaneffectiveimpactontheenvironmentinschool.Ithasallowedformany
studentstofeelcomfortablehavingapersemomwiththemallthetime.Femaleteachershave
amotherlytraitthatenablesthestudenttofeelclosertothem,andtotrustthemandmost
importantly,tonotbescaredofthem.Thisisahugefactorformanystudentstheywanttofeel
safearoundtheirteachers,andtoknowthattheycantrustthemwhentheyneedhelp.
Thispaperwillinvestigatetheintriguingprofessionoffemaleteachersthrough
interviewsandsecondaryresearchinordertobetterunderstandtheteachingcultureinandoutof

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theclassroom.Throughourtwointerviews,wewillexplorethesimilaritiesanddifferencesof
educatorsregardingtheirperceptionsofteaching.Byinterviewingbothacollegeprofessoranda
highschoolteacher,wegatheredupinformationthatmadeiteasierforusalltoexpandonhow
thesefemaleteachersliveinordertobetheirbest.Afterhoursofwork,weputtogetherthe
differencesandthesimilaritiestheyhaveandthereforebroughtaboutthedata.
Allteachersshareonecommongoal:toinspireandmakeadifferenceintheirstudents
lives.Formanyteachers,itisthisambitionthatledthemtopursueaneducationalcareer.Inan
interview,oneteacherstated,Wegetintothefieldtomakeadifference,motivatingand
encouragingstudentstonotonlysucceedinschoolbutinlifeaswell.(C.Fucaloro,personal
communication,September30,2014)Makingaconnectionwiththestudentstheyworkwith,she
says,isasignthattheyhavebeensuccessfuleducators.Thisuniversalbeliefisthedriving
forceforwhyteachersdotheirwork.
Thisaimisnotalwaysaneasyonetoachieve.OneteachersaidWhenIfirststarted
teaching,mybiggestfearwasnotbeingabletoinspiremystudents.Notbeingabletoconnect
withstudentsisafearmanyteachersface.(C.Fucaloro,personalcommunication,September
30,2014)Studentsthatarelessmotivatedatwantingtolearncanbeabigobstacletomany
teachers.However,whileworkingwiththesestudentsaredefinitelychallenging,itisbeing
abletogetrelatetoandhelpthesestudentsthatcanbeoneofthebiggestrewardsthatcomes
withbeingateacher.Ithinkallofmystudentshaveinfluencedmeinpositiveways,evenwhen
therewerenegativeinteractions.saysadifferentateacher.(C.Abuel,personalcommunication,
October1,2014)

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PerhapsoneofthebestpeopletoadvocatetheworldviewsofteachersisElenaAguilar.
ElenaAguilar,whocoachesprincipalsandteachers,supportsteachingasanexcitingand
challengingprofession.Shewrites,Forme,theconnectionsI'vemadewithstudentshavebeen
someofthemostdeeplyrewardingrelationshipsofmylife.Istartedteaching18yearsagoand
amintouchwithhundredsofformerstudents.(Aguilar,2014)Mrs.Aguilarsaysthatteaching
studentsandmotivatingthembringswithitanindescribablefeelingofjoy.Withconviction,she
statesthatIamadifferentpersonabetterpersonbecauseofwhatIlearnedfrommykids
duringmy12yearsteaching.(Aguilar,2014)

Forteachers,studentsareliketheirownchildren.Teacherswantthemtogrowupandbe

successfuladultsintheworldandcontributetheirtalentstosociety.Whenaskedwhatshe
thoughtwasoneworldviewheldbyallteachers,ateacheransweredIthinkitssummedupby
thechildrenarethefuture.(C.Abuel,personalcommunication,October1,2014)Byteaching
students,shesays,teachersareteachingthenextworldleaders,thenextdoctors,thenext
musicians,thenextteachers.Itsacivilservicetohelpguidethemandpreparethemtointurn,
servetheircommunitiesaseducatedmembersofsociety.
Anappleadaykeepsthedoctorawayisapopularadageamongtheteachingcommunity.
Althoughstudentsmaywishforthewellbeingandgoodhealthoftheirteachers,somestudents
mayhaveanulteriormotivetogaintheteachersfavor.Ontheotherhand,studentsmaysimply
wanttoleaveagoodfirstimpressionontheirteachers.Eitherway,thistraditionofgivinga
teacheranappledatesbacktothe1700sinDenmarkandSwedenwhereteacherswerehoused
andsustainedbystudentsfamilies(Binkovitz,2012).Sinceappleswereeasytogrowandnot
costly,educatorsoftenreceivedbasketsofapplesfromstudents.Todaystudentstypicallybring

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theirteacherjustoneappleasasignofgratitudeandrespect,givingteacherstheirassociation
withthesymbolofanapple.
Anothertraditionstereotypedwithteachingissummervacation.Oftenpeopleremarkthat
teachingisaneasyjobandthateducatorsareluckybecausetheyhaveasummervacation.
However,summervacationislikeovertimehoursforotherworkingadults.Indeed,several
teachersarebusyinstructingstudentsinsummerschool.Althoughsomeeducatorsmayteach
summerschoollessons,everyteacherstillreceivesabitofabreakduringthesummertime.
Summervacationdoesnotjustprovideteacherswithatimetorecuperatefromtheschoolyear,
butisalsoavitalperiodneededinbetweenschoolyearstoreflectonlessonplansfromthe
previousyearandmakepositivechangestoimprovethenextschoolyear.
Itisevidentthatteacherslessonplansarevitaltotheirsuccessfulteachingandreviewand
revisethemasaritualperformedbeforecomingtoclass.Educatorsstrivetobepreparedand
makesurethattheycaneffectivelycommunicatethematerialtheywanttheirstudentstolearn
throughtheselessonplans.Infact,educatorsfocustheirteachingthroughlessonplansandoften
relyonthemforguidanceduringthelectures.Oneteachersaid,Ialwaysreadthroughmy
lessonplans,usuallymakingchangesbasedoffoflastminuteinformationorideas(C.Abuel,
personalcommunication,October,2014).Similarlyanotherinterviewededucatorstated,I
alwayscreatealistofwhatIwilldointheclassroomthislistincludesannouncementsthatneed
tobemade,lessonplans,activities,backupactivities,etc.Ialwayscreateandtakethislistwith
metoclass,astonotforgetanything(C.Fucaloro,personalcommunication,October,2014).

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Therearedifferentmethodswhenitcomestointeractingwithdifferentgroups.For
example,teenagerstodayspendmostoftheirtimeisolatedwiththeirelectronicdevicesfora
casualcommunicationwithfamilyandfriends.AsfortheAmish,theydon'tbelievein
technologytocommunicate.Theybelieveintheoldfashionedcommunicationmethodslike
writingletters,oneononeconversationsandusingmessengerstosendmessagestootherpeople
aroundthetown.Inthiscase,teachersliketotalkinpersonabouthelpfulstrategiesor
frustrations.Teachersrelyontheinternettocommunicate.Emailsandtextsarethemost
professionalwayofcommunicating.Iaskedoneofmyteachershowtheycommunicatewhenit
comestotheirjobandshereplied,"Icommunicatewithteachersbyemailforprofessional
purposes,viatextorinpersonforotherthings".OurNovaacademyinterviewerMrs.Abuel
provestoushowessentialcommunicationisneededonadaytodaybasisforateacher.
Okay...Nowyoumightthinkteachersjusttalkaboutboringsubjectsthatagrannywould
talkaboutandmakeyoulistentowhatshe'stryingtosay,butasamatteroffact,teacherstalkin
adifferentwayotherthantheirprofessionalidentitytellsthemtowhenitisappropriatein
conversation.Forinstance,myinterviewerMrs.Abuelstated,"Wedefinitelyinteractdifferently
atschoolversusnotacademicsettings.Weareabletostepoutsideofourprofessionalidentity
andrelaxalittle".Inotherwords,asateacheryouhavetohaveadifferentrole/mindsetof
sayingthingsdifferentlyandactingacertainwaywhenitcomestotalkingtoothersina
professionalsetting,butyouaremorethanwelcometostepittoyourcomfortzonewhenyouare
inasocialatmosphere.Whenteachescommunicateoutsidetheirprofessionalsettingthegoto
someplacetosocializelikeStarbucksorcaughtingthemselvesabitetoeat.

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Anotherwayteacherscommunicateisthroughmeetingswithdifferentteachersteaching
thesamematerial.OurotherChapmanUniversityinterviewerMrs.Fucalorosaid,"WhenIsee
otherteachersintheEnglishdepartment,Igreetthem,butIdon'talwaysgetmuchtimeto
communicatewiththem.Ihave,however,hadmeetingswithotherteachersinwhichwetalk
casualabouttheclassesweareteaching,ideasforlessonplans,activitiesthatwork/didn'twork
previously,andanyeducationalissues".NowcomingtothinkaboutitI'venoticedthat
teachers/professorsarefriendlyandhilarious.IrememberatimeinfreshmanyearwhenIraised
myhandandtaskedMrs.Abuelifsheknewthetime,thensheanswered,"Whydon'tyoujust
lookattheclock?"SoIlookedandIsawtheclockcoveredwithapapersaying,"thistime,like
alltimesisaverygoodone,ifwebutknowwhattodowithit".
Seeingahappyandfriendlyteachersendsareallygoodvibetostudentsbecausestudents
wanttohaveapproachableteachersandsomeonetotalktoiftheyhaveissueswithsomething.
LikeLaurieBarrononcesaid,"Buildingrelationshipsandworkhandinhandwithstudentsand
teachershasallowedmetocontinuouslyimprovemyselfandinfluenceapositivechangein
schoolculturethatsupportssustainability".Consequently,whenthereisgoodthere'salwaysbad
insomeway.Whenthereisabadteacher,itcanaffectthelearningofthestudentinthe
classroomheorsheisteaching.Heorshecouldsendnegativitytotheirstudents,butweas
studentshavetheresponsibilitytolightenthemupsotheycouldbealittlebitmorejolly.For
example,youshouldsay"GoodMorning"or"How'sthebestteacherinthisbeautifulcamps
doing?"andyouwillseeabigdifferenceinyoursandhisorherlife.Itmaynottakethecouple
oftries,buttheoutcomesareworthwhile.

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Withhershinyblackboots,hermulticoloredskirtmadeoutoflinen,andwithhercoffee
cupinherhand,Mrs.WuenteredherAPArtHistoryclassroomwithpanache.Asshecamein,
shewassingingTheSoundofMusic.Sheseemedabitstressedbutnottoalevelwhereitwas
affectingherlife.Itwasobviousthatshehadslepttheminimumhoursbutshestillmanagedto
havehersmileandhergoodattitudethatshetransmittedtousall.

Tobegin,basicruleswefoundwerethatmaleteachersandprofessorsarepaidmorethan

females,onaverage.Wefoundthisthroughlookingatstatisticsthatmadeitclearthatthereis
stilldividednessbetweenmalesandfemales,tothisday.Whyisthat?Itturnsoutthatthereason
tothisisbecausewomenarefemales.WealsofoundthatwomenofcolorandHispanicsarepaid
evenless,justbecauseoftheirethnicity.
Additionally,asimilarattitudethatwesawbetweentheseteachersisthattheyallenjoy
whattheydoforalivingtheydontteachtolive,theylivetoteach.Bothteachersareadvocates
oflearning,asseeninMrs.Abuelsresponseregardingwhyshedecidedtoteach:Idecidedto
becomeateacherbecauseIvealwayslovedlearning.Ineverwantedtoleaveschool,and
wantedtosharemyloveoflearningwithothers.
Furthermore,afterlookingattheirresponses,thereasonswhytheyteacharesimilaras
well.AsProfessorFucalororesponded,Ithinkinsomewayteachinghasalwaysbeenapartof
myculturegrowingupwithtwoprofessorsinthehousehold,hearingaboutstudents,classes,
etc.constantly,ithasalwaysbeenapartofmeandmyworld.Likewise,Mrs.Abuelexpresses
herloveofteaching,teacherswhocontinuetogrowandstrivetobebetterattheirwork,who
subscribetotheculture,lovethework.Shealsoaddedthatshelovesandbreathestoteachand
itfeelsthatitsanaturalextensionofheridentity.Thisisexactlywhatmostteachershavein

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commonthefactthatteachingandlearningareapassionandthattheystrivetomakeitpartof
theirdailylivesandroutines.Itbecomesanaturalhabit,astheyareusedtodoingiteveryday.
Moreover,stereotypesofthesubcultureareverymuchsimilaramongteachers,inthis
case:females.Theyalwayshavepapersorteststograde,theyenjoyreading,andtheydrink
coffee.Drinkingcoffeeisdefinitelyastereotype,asteachingcanbeverytiring.(Fucaloro)
Mrs.Abuelcommented,Ha,coffeeisdefinitelytrue.Iliveoffofthestuff.
Inaddition,otherrulesortraditionsteachershaveincommonincludegradingpapersand
spendingtimeintheofficedoingwork.AsProfessorFucaloroexpressed,Teachersspendtheir
timeintheiroffices/studyreadingrooms,gradingpapers...Otherstereotypesthataretrue
includealwayshavingpaperstograde,beingtiredandstressed,asMrs.Abuelsays.
Butthemostimportantrulewithinthissubcultureisthatteachersstrivetobecompassionateand
trytounderstandstudentstothebestoftheirability,asiftheywerethestudentthemselves.Most
teachershavesimilargoalsandtheyallwanttoinspirethestudentssotheymakeachangeina
studentslife.
Femaleteachershavebeentheoneswhohaveupheldtheeducationinournation.More
andmorefemalesarejoiningtheeducationalworkforceandareparticipatingintherevolutionof
ourgreateducatednetwork.Theconnectionsthatwefoundbetweenthefemaleteacherswere
solidandalikeinthesenseofwhytheywantedtobecometeachers.Theybothfeltstronglyabout
educationandthejoythattheyreceivefromteachingagroupofindividuals.Theonethingthat
didcatchoureyeswasthefactthatwhentheystartedtoteach,theywerebothscaredofhowthe
studentsweregoingtoreacttotheirteachings.Thestereotypesthatwefoundthroughour
researchbetweenbothMrs.AbuelandProfessorFucaloroweresomewhatdifferent.Theyboth

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10

teachindifferentsettingsandtheybothhaddifferentexperienceswhenitcametoteachinga
groupofindividuals.Overall,weconcludedthatfemaleteachersdohavemanythingsin
commonandaregreatrolemodelstothestudents.Theyarecarrying,sympatheticandmost
importantlyaninspiration.Theyaretheleadersandtheinspirationforfemalestudentswho
somedayhopetobecometeachersthemselves.Thequestionthatwasleftaftercompletingour
researchwas:Doyoubelieveteachersneedtoberepresentedinthegovernment?Doesthewage
thatteachersreceivereflecttheworkdoforoursociety?

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References
Aguilar,E.(2014,April17).YoungPeople:Don'tBeAfraidtoBecomea
Teacher!.
Edutopia
.RetrievedOctober19,2014,from
http://www.edutopia.org/blog/youngpeopledontfearteachingcareerelenaaguilar

Binkovitz,L.(2012).Whydostudentsgiveteachersapplesandmorefromthefruitsjuicypast.
TheSmithsonian.
Retrievedfrom
http://www.smithsonianmag.com/artsculture/whydostudentsgiveteachersapplesand
morefromthefruitsjuicypast26381703/?noist

Dwoskin,Elizabeth.(October25,2012).WhyWomenEarnLessthanMenaYearoutof
School.RetrievedOctober16,2014from
http://www.businessweek.com/articles/20121025/whywomenearnlessthanmenayearouto
fschool
Umphrey,J.(2013).Apassionforteachingandlearning.RetrievedOctober15,2014from
http://www.nassp.org/tabid/3788/default.aspx?topic=A_Passion_for_Teaching_and_Learning

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InterviewquestionandsurveyresponsesfromMrs.FucaloroandMrs.Abuel.
Mrs.Fucalorointerviewquestions:
1. Whydidyoudecidetobecomeateacher,andwasthereacertainteacherwhoinspired
youtopursueaneducationalfield?
ThefirsttimeItaughtwasinChinabackin2002.IneverthoughtIwouldbeateacheruntil
myChinatrip.ItaughtEnglishasaSecondLanguage,andfoundthatInotonlyenjoyed
teaching,butIalsoenjoyedwatchingthestudentslearnandgrow.Bothmyparentsare
professorstheyreallysupportedmeinpursuingacareerinteaching.
2. Whatwereyouthemostanxious/afraidofwhenyoufirststartedteaching?
WhenIfirststartedteaching,mybiggestfearwasnotbeingabletoinspiremystudents.Not
beingabletoconnectwithstudentsisafearmanyteachersface.
3. Whathasbeenthetoughestthingthatyouveexperiencedwhileteaching,suchashaving
adifficultstudent?Anyparticularlyvividnegativeexperiences?
Ihavehadsomedifficultstudents,whichhasmadeteachingdefinitelychallenging.Ithink
oneofthemostvividexperienceswaswithaparticularstudentwhojustdidntenjoymy
classatall.Hestartedoutwithaverynegativeattitude,anditwashardformetogethim
motivatedtolearnorbeinspired.Luckily,bytheendofthesemester,Iwasabletogethimto
openupabit,butittookawhileandalotofpatienceonmypart.
4. Whataboutpositiveones?Hasastudenteverinfluencedyouinapositiveway?
Ihavehadmanypositiveexperiencesduringmyteachingcareer.Ihadastudentwhodidnt
knowthatshewasatalentedwriter.WhenIspokewithheroutsideofclass,Itoldherthat
shehadatalentandshouldconsiderwritinginhersparetime.Sheendedupsendingme
writingsthatshedidonherowntime,sothatIcouldprovidetipsandadvice.Itsniceto
knowthatbecauseIencouragedherandprovidedherwithsomeconfidence,shefelt
comfortabletoshareherpersonalwrittenpieceswithme.
Ihadanotherstudentwho,veryabruptly,toldmethatshehatedreadingforpleasureIsaw
thisasachallengetogethertostartreading.BecauseoftheparticularbookIchoseformy
class,thestudentattheendofthesemestertoldmethatthebookIassignedwasthebest
shehadeverread.IcanonlyhopethatIhaveencouragedhertonowenjoyreadingonher
own.
5. Haveyouexperienceddiscriminationwhileteaching?Wasthatdiscriminationbasedon
yourgender,ethnicity,orsomethingelse?
Ihavenotyetexperiencedanysortofdiscriminationwhenteaching.Iwouldnotbesurprised
thatmanyteachershave,atonepoint,experiencedsomesortofdiscriminationduringtheir
careers.
6. Doyounoticediscriminationparticularlytowardswagesbetweenmenandwomen
teachers?Areyouoftheopinionthatwomenarepaidlessthanmen?Howdoesthismake
youfeel?
Ihaventnoticeddiscriminationfirsthandtowardswagesduringmyteachingcareer.Iam
awarethatmenandwomenearndifferentwageamounts.MyfeelingtowardsthisisthatIam
notsurprised.Thedifferenceinwagesamongstmenandwomenhasbeenaconcernfora
longtimewithinmanydifferentoccupationalfields.Itisareminderthatthereisstilla

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13

dichotomythatexistsbetweenthesexes.WhatIhopeisthatoneday,genderequalitywill
becomeareality.
7. Howdoesyourpersonallife(religion,age,background,ethnicity,etc.)affectyour
teaching?
Ithinkthatbiasesteachershaveareinevitably,andmanytimesunintentionally,broughtinto
theclassroom.IdowhatIcantoplacemyreligion,age,background,etc.outsidethe
classroom,asIamfocusedonmyownstudentsbackgrounds,opinions,etc.otherthanmy
ownwhenteaching.
8. Howdoyoucommunicatewithotherteachers?
WhenIseeteachersintheEnglishdepartment,Igreetthem,butIdontalwaysgetmuch
timetocommunicatewiththem.Ihave,however,hadmeetingswithotherteachersinwhich
wetalkcasuallyabouttheclassesweareteaching,ideasforlessonplans,activitiesthat
worked/didntworkpreviously,andanyeducationalissues.Weareallfriendlywitheach
otherbecausewealldealwiththesamestressfulsituations,studentissues,etc.Weall
understandeachother,sothemeetingswehavehelpeachoneofuswithanyproblemsor
questionswemayhave.
9. Howdoyouinteractwithotherfemaleteachers?(Isiteasiertobesocialwiththem,isit
competitive)anddoyouactdifferentlyaroundotherfellowteachersinaschoolsetting
andapublic,nonacademicsetting?
IbelievethatIinteractthesamewaywithfemaleteachersasIdomaleteachers.Idontfeel
competitivewitheitheroneatallIviewthemashelpfulandsupportive.Now,whenit
comestoolderprofessors(whethermaleorfemale),Iammorecordialandrespectfulthan
withprofessorsmyage.Becausemyparentsarebothprofessors,Ihavelearnedtobevery
respectfultoolderprofessors,viewingthemasmentors.IthinkthatIactthesamewith
teacherswhenIaminaschoolsettingasinapublicsetting.IdowhatIcantobehonestand
myselfwithotherteachersbothinsideandoutsidetheuniversity.
10. Howdo
you
actdifferentlywhenyouareinaninformalsetting?
Inaninformalsetting,IthinkIammorelaidbackandrelaxedIamnotconstantlymaking
surethatIspeakinaformalwayorcomposemyselfinaprofessionalmanner.
11. Doyou/doteachershavetoknowhowtobalanceyourworkandyoursociallifetomake
itasleaststressfulaspossible?
Absolutely.Thisisaveryimportantaspectwhenitcomestoteaching.Teachingisnotjust
limitedtowhatwedointheclassroom,butitconstitutesalotofworkathomelesson
planning,answeringemails,gradingpapers/tests,constantlyquestioningourteaching
techniquesandtryingtofindwaystoimproveuponthem,etc.Itisveryeasytoblurourwork
andsociallives,makingitdifficulttofindadistinctionbetweenthetwo.IdowhatIcanto
notbringupwork(classes,lessonplans,etc.)withmyfriendsorfamilyItrytokeepthem
separate.IdowhatIcanto
know
whenitistimetostopworkingforadayortwo,andmake
thetimetospendwithmyfamily/friends.Thiscanbedifficult,butitisdoableitsjusta
matterofknowinghowtoplanandorganize.
12. Whataresomeofthemethodsyouusetocopewithstressatwork?
Ithinkoneofthemostimportantcopingmechanismsislearninghowtomanagetimeand
workload.Whenweteachmultipleclassesduringasemester,wetendtogetlostinaseaof
paperwork,tests,emails,lessonplans,readings,etc.itcanbestressful,timeconsumingand
frustrating.ThebestadvicethatIwasgivenistotakeeverythingonedayatatimeplanand

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organizewhattodoeachday,andusethatasagoaltoworktowards.Takingtheworkload
onedayatatimeiswhatkeepsmeafloatandhelpswithmanagingmystress.
13. Whatstereotypesdoyouthinkareandarenottrueforteachers,suchasdrinkingcoffee?
Ithinkonemajorstereotypeisthatteachersspendtheirtimeintheiroffices/studyreading
books,gradingpaperscompletelycutofffromtherestoftheworld.Ithinkmanypeople
haveapreconceivednotionthatweareconstantlyinthebooks.Thisisanunderstandable,
yetuntruestereotype.Yes,Ireadalot,havealotofpapersthatneedtobegraded,etc.butI
dogoout,spendtimewithfriendsasmuchaspossible.
Drinkingcoffeeisdefinitelyastereotype,asteaching(especiallyallday)canbeverytiring
andteacherssometimesneedthatpickmeuptogetthemgoing.Idodrinkcoffee,butnot
becauseIamateacher,butbecauseIenjoyit.Itisunderstandablewhythisisastereotype,
howevermanycareerscallforcoffeedrinkers.
Ithinkanotherstereotype(thisisparticulartoEnglishteachers)isthatweareall
grammariansandwillcorrectyourgrammarwheneverwecan.Now,Idolovegrammar,and
dowhatIcantohelppeoplewithgrammar,howeverIknowmyboundariesespeciallywhen
itcomestocorrectingmyfriends/family.
OnestereotypethatIcannotstand:teachingiseasyallwedoisstandinfrontofaclassroom
andtalk/lectureforafewhours.Thisisoneofthemostmisguidedstereotypes,asthereis
nothingeasyaboutteaching.Teachingisnotjustaboutwhatwedointheclassroom,buthow
weprepandplantomakesurethatwhatweteachwillmotivate,inspire,etc.Teachingalso
includesclassroommanagementasteachers,weneedtomakesurethatstudentsare
behaving,doingthework,notspeakingoutofturn,etc.Wehavetomaintaintheorderofthe
classroom,whichcanbetoughattimes.Wealsohavetolearntothinkquickly,tobeableto
thinkoutsidetheboxwhenastudentposesacertainquestionoralessonplanisunsuccessful.
14. Isthereanything(activity,practice)youalwaysdobeforegoingtowork?
IalwayscreatealistofwhatIwilldointheclassroomthislistincludesannouncementsthat
needtobemade,lessonplans,activities,backupactivities,etc.Ialwayscreateandtakethis
listwithmetoclass,astonotforgetanything.
15. Whatdoyouthinkisaworldwidebeliefthatisheldbyallteachers?
Ithinkoneoftheworldviewsthatisheldbymanyteachersisthatmakingadifferenceinour
studentslivesisveryimportant.Wegetintothefieldtomakeadifference,motivatingand
encouragingstudentstonotonlysucceedinschoolbutinlifeaswell.Oneofthemost
importantbeliefsisthatmakingapositivedifferenceinastudentslifemeansthatwehave
succeededaseducators.
16. Hasteachingchangedyourviewsandbecomeapartofyourculture?Orhasitjustturned
intopartofyourroutine?
Teachinghasdefinitelychangedmyviews,asInowunderstandthesacrificesteachersmake
inordertobesuccessful.Isometimesthinkbackonmypastteachersandprofessors,asIcan
nowunderstandwhattheygothroughonadailybasis.Ithinkinsomewayteachinghas
alwaysbeenapartofmyculturegrowingupwithtwoprofessorsinthehousehold,hearing
aboutstudents,classes,etc.constantly,ithasalwaysbeenapartofmeandmyworld.

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Surveyquestion:
1. Onascaleof1to10,howmuchdoyouthinkyourreligionaffectsthewayyouteach?
2
2. Onascaleof1to10,howmuchdoyoubelievethatwomenteachersarepaidlessthan
men?
6
3. Onascaleof1to10,howmuchdoyouthinkyourageaffectsthewayyouteach?
7
4. DoesyourOnascaleof1to10,howmuchdoyouthinkyourgenderaffectsthewayyou
teach?
7
5. Doesyourcultureortraditionsaffectthewayyouteachstudentsinanyway,yesorno?
Yes,tosomedegree
6. Didapastexperienceinspireyoutobecomeateacher,yesorno?
Yes
7. Onascaleof1to10,howoftendoyourpersonalcommitments(whetherreligiousor
outsideactivities/organizations)interferewiththetimeyouhaveforteachingorschool
relatedwork?
3
8. Onascaleof1to10,howimportantdoyouthinkitistokeepyourpersonallifeseparate
fromyouroccupationallife?
8
9. Onascaleof1to10,howmuchdoesyourfamilypreoccupationsaffectyourteaching
life?
6
10. Doyouhaveyourownpersonalmethodstodealwiththestressthatcomeswithteaching,
yesorno?
Yesdefinitely
Mrs.Abuelinterviewquestions:
1.Whydidyoudecidetobecomeateacher,andwasthereacertainteacherwhoinspiredyouto
pursueaneducationalfield?
IdecidedtobecomeateacherbecauseIvealwayslovedlearning.Ineverwantedtoleave
school,andwantedtosharemyloveoflearningwithothers.Ivehadteacherswhoinspiredme,
andthosewhodidtheoppositebutmymotivationcamefromwithin,notnecessarilyfromthe

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educatorsinmylife.Eachofthemtaughtmesomethingabouthowtobeasateacher,orhownot
tobe,dependingontheexampletheyset.
2.Whatwereyouthemostanxious/afraidofwhenyoufirststartedteaching?
IwasthemostafraidthatIwaswrongbasically,IalwaysknewIwantedtobeateacher,and
hadspentallofmyenergyandresourcesonbecomingone.Whatscaredmewasthethoughtthat
whenmytimecametobeateacher,Iwouldntbecutoutforit.
3.Whathasbeenthetoughestthingthatyouveexperiencedwhileteaching,suchashavinga
difficultstudent?Anyparticularlyvividnegativeexperiences?
ThetoughestthingIveexperiencedisfindingtimeformypersonallife,andthepeopleinit.
Difficultstudentscomeandgo,andforthemostpartIvebeenluckytonothavebadconflicts
withthem.ButthereallyhardthingisfiguringouthowtobethequalityteacherIwanttobe,and
stillbethequalitywife,friend,sister,mother,etc.,thatIwanttobe.
4.Whataboutpositiveones?Hasastudenteverinfluencedyouinapositiveway?
YES,absolutely.Ithinkallofmystudentshaveinfluencedmeinpositiveways,evenwhenthere
werenegativeinteractions.Itsaconstantlearningexperience.Afewstudents,especially,have
inspiredmebytheirdedicationandpersistence,andtheobstaclestheyhavetoovercome.
5.Haveyouexperienceddiscriminationwhileteaching?Wasthatdiscriminationbasedonyour
gender,ethnicity,orsomethingelse?
Ihaveexperiencedsomediscrimination,butitwasmostlywhenIwasnewtotheschool.
Outsideoftheschool,somerelativesofminedoubtedIwouldbeabletoteachjustonthebasis
ofmyage,gender,andshortstature.Ivebeentold,justbasedonthosethings,thatIwouldbe
bettersuitedtoelementarythanhighschool.That,tome,isdiscrimination.

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6.Doyounoticediscriminationparticularlytowardswagesbetweenmenandwomenteachers?
Areyouoftheopinionthatwomenarepaidlessthanmen?Howdoesthismakeyoufeel?
Ivenevernoticedwagediscriminationinaction,aswagesarebasedoffofmanyfactors
(experience,education,etc.).However,itsnotaboutopinion:thefactis,upuntilveryrecently,
mostprofessionsdidpaywomen75centsforeverydollaramanwouldmakeatthesamejob.
Thatsfinallychanging.Wagediscriminationdemonstratesthedeeplyingrainedmisperception
thatwomenaresomehowlessqualified,lessable,andlessworthanemployersfinancial
investment.
7.Howdoesyourpersonallife(religion,age,background,ethnicity,etc.)affectyourteaching?
Itrytoleaveoutanyofmypersonalfeelingsoncontroversialissues,becausemypurpose
istohelpleadmystudentsthroughtheirownjourneyofunderstandingthemselvesandtheir
stanceonthings.However,mypersonalbeliefsdoinfluencethetopicsIllinclude,thequestions
Illask,andhowItrytoencouragestudentstopursueexcellence.WhoIamisahugepartofmy
job,soitsimpossibletofullyseparatemybeliefsandbackgroundfrommyteaching.
8.Howdoyoucommunicatewithotherteachers?
Icommunicatewithteachersbyemailforprofessionalpurposes,andviatextorinperson
forotherthings.Itsveryhelpfultotalktoothersinthesamejobaboutstrategiesthatwork,
situationsthatfrustrateus,andmotivationstokeepgoing.
9.Howdoyouinteractwithotherfemaleteachers?(Isiteasiertobesocialwiththem,isit
competitive)anddoyouactdifferentlyaroundotherfellowteachersinaschoolsettinganda
public,nonacademicsetting?

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Teachingisafemaledominatedprofession(althoughthatschanging,whichisagood
thing!),soitshardtoanswerthisquestion.Itsfairlyeasytobesocial,Idontfinditvery
competitive,andwetendtoallsupporteachotherbothmenandwomeninourjobs.We
definitelyinteractdifferentlyatschoolversusnonacademicsettings.Wereabletostepoutside
ofourprofessionalidentitiesandrelaxalittle.
10.Howdoyouactdifferentlywhenyouareinaninformalsetting?
Justansweredthisabove.
11.Doyou/doteachershavetoknowhowtobalanceyourworkandyoursociallifetomakeitas
leaststressfulaspossible?
Yes,wedo,butitsverydifficult.Imstilltryingtofindthebalance.Itsallabout
timemanagementandprioritizing.Workhasalwayscomefirstforme,butnowImamother.So
myprioritieshaveshifted.Imstillnotabletoreallyhaveasolidbalance,butIdowhatIcanto
bemybestatworkandathome.Whatendsupgettingsacrificedissleep.

12.Whataresomeofthemethodsyouusetocopewithstressatwork?
Iuserunningtocopewithstress,alongwithtalkingthingsoverwithfriends.Also,Ill
writeoutwhatImdealingwith,andoftenfindsolutionsthatway.
13.Whatstereotypesdoyouthinkareandarenottrueforteachers,suchasdrinkingcoffee?
Ha,coffeeisdefinitelytrue.Iliveoffofthestuff.Otherstereotypesthataretrue,is
alwayshavingpaperstograde,beingtiredandstressed,andlovingsummerbreak!AstereotypeI
woulddisagreewithisthatteachersaresometimesportrayedashatingtheirjobs,orhating
students.

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14.Isthereanything(activity,practice)youalwaysdobeforegoingtowork?
Greatquestion.Ihaventthoughtaboutitbefore.Ialwaysreadthroughmylessonplans,
usuallymakingchangesbasedoffoflastminuteinformationorideas.IalwayslistentoNPRin
thecar,andIalwayslistentoPandorainmyroombeforethefirstclassoftheday.Oh,drinking
coffeethewholetime,ofcourse.
15.Whatdoyouthinkisaworldwidebeliefthatisheldbyallteachers?
Cheesy,butIthinkitssummedupbythechildrenarethefuture.Ourstudentsarethe
nextworldleaders,thenextdoctors,thenextmusicians,thenextteachers.Itsacivilserviceto
helpguidethemandpreparethemtointurn,servetheircommunitiesaseducatedmembersof
society.
16.Hasteachingchangedyourviewsandbecomeapartofyourculture?Orhasitjustturnedinto
partofyourroutine?
Ithinkteacherswhojustletitbearoutinearetheoneswhoaredisillusionedandendup
hatingtheirjobs.Teacherswhocontinuetogrowandstrivetobebetterattheirwork,who
subscribetotheculture,lovethework.Idefinitelyliveandbreatheteaching,andfeelthatitsa
naturalextensionofmyidentity.
Surveyquestions:
1.
2.
3.
4.
5.

Onascaleof1to10,howmuchdoyouthinkyourgenderaffectsthewayyouteach?
4
Onascaleof1to10,howmuchdoyouthinkyourreligionaffectsthewayyouteach?
6
Onascaleof1to10,howmuchdoyoubelievethatwomenteachersarepaidlessthan
men?
1
Onascaleof1to10,howmuchdoyouthinkyourageaffectsthewayyouteach?
7
Doesyourcultureortraditionsaffectthewayyouteachstudentsinanyway,yesorno?
Yes

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Didapastexperienceinspireyoutobecomeateacher,yesorno?
Yes
7. Onascaleof1to10,howoftendoyourpersonalcommitments(whetherreligiousor
outsideactivities/organizations)interferewiththetimeyouhaveforteachingorschool
relatedwork?
5
8. Onascaleof1to10,howimportantdoyouthinkitistokeepyourpersonallifeseparate
fromyouroccupationallife?
8
9. Onascaleof1to10,howmuchdoesyourfamilypreoccupationsaffectyourteaching
life?
2
10. Doyouhaveyourownpersonalmethodstodealwiththestressthatcomeswithteaching,
yesorno?

Yes