ABSTRACT

Despite the existing gender stereotypes associated with science and masculinity, there are some female teachers in secondary co-educational schools in Bangladesh who are contesting this normative discourse by taking up a profession in the science field. This research is an attempt to make visible lived gendered experiences of female science teachers. Through the use of feminist theory, this research unveils married and unmarried female science teachers’ struggle with gender structures in schools, families and communities. This empirical study revealed that, in a classic patriarchal society, female science teachers face several challenges due to their socially prescribed gender-roles, symbolic representation, gender-specific norms and constraints in their institutions. This study contributes perspectives on how to overcome the fabricated myth of females’ intrinsic incompatibility with science.

摘要

尽管存在与科学和男子气概相关的性别刻板印象，但孟加拉国男女混合中学的一些女教师正在通过从事科学领域的职业来对抗这种规范性话语。这项研究试图让女性科学教师的生活性别体验变得可见。通过使用女权主义理论，这项研究揭示了已婚和未婚女科学教师在学校、家庭和社区中与性别结构的斗争。这项实证研究表明，在经典的父权社会中，女性科学教师因其社会规定的性别角色、符号表征、性别特定规范和机构中的限制而面临若干挑战。