A gendered look at educational reform

This article looks at women teachers' involvement in educational reform fro m a gendered perspective. Using qualitative data collected in interviews wi th secondary level educators, the authors show how women teachers' beliefs and actions towards reform efforts were influenced by their gender identity . Socialization of women as nurturers and caretakers created in many women particular notions regarding the appropriate role they should play as teach ers. When an educational reform effort 'fitted' with these conceptions, wom en teachers became advocates for and participated in the reforms. The suppo rt and commitment by women teachers in turn facilitated the success of the reforms. However, it was also found that the overrepresentation of women in a reform effort had the potential of creating negative political ramificat ions. When the character or profile of the reform took on a gendered identi ty, it ran the risk of facing resistance by men teachers in the school, ult imately thwarting implementation.