By the end of nineteenth century, women and men were present in many aspects of private and public life. In the eighteenth century, women were more of teachers as it suited their gender expectations. ( Thesis).
Gender roles attitudes are shaped by the social and individual expectations of society. According to (Booth, 2013)“The codification or culture that a womans place is solely in the home has, since the middle of the 20th century, been losing force in many parts of the world”. It has been noticed that women were more visible as teachers rather than other profession .Teaching became highly feminized in the late 1800s and reason being social perception of teachers and women having evolved. Since many jobs paid more than teaching and women getting educated made them more prone to take up teaching.
Male teachers were more from lower – middle class families. The low status of teaching as a profession in early times made it available for women. As per ( Wood,2013) “In the mid-1900s, females were thought of as being perfectly capable of serving as role models for all students”. The women were thought to have the emotional qualities suitable to work with the youth. Nurturing and sensitivity are not qualities attached with men and hence women were more considered for teaching profession. Students needed more care and emotional bond which was achievable from female teachers. Women were thought to contribute to the overall atmosphere of school.
Women were more efficient in communication with young children and had more emotional bonding with them. They were positive role models for students than male teachers. Women being more patient, caring, gentle and sensitive were able to understand and cater to the needs of the growing children. The society has identified teaching is more of a feminine profession as her social expectation aligned with the requirement of the profession .Female