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The feminization and the social status of the teaching profession.

Antonia Aelterman (UGent) , Isabel Rots (UGent) and Elien Sabbe (UGent)
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Abstract
This public opinion poll examined the public's esteem for and beliefs about the responsibilities and social status of K-12 teachers in the Dutch-speaking part of Belgium, focusing on gender issues. Interviews were conducted with 982 people age 18-70 years from April-June 2001. Results indicated that all teachers were highly valued, particularly early childhood and elementary school teachers (the most feminized area of education). There was no decline in the status of teachers in early childhood, elementary, and lower secondary school, and only a small decline in the status of teachers in upper secondary school, in comparison to 1979 and in comparison to other occupations. Results also indicated that the teaching profession was characterized by inconsistent status. The respondents believed that teachers at each level of education fulfilled an important social role, but at the same time, respondents indicated that teacher salaries, and to some degree social status, were not in balance with teachers' important role. Results suggested that the public did not perceive the growing number of women teachers as a problem for the quality of education.

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Chicago
Aelterman, Antonia, Isabel Rots, and Elien Sabbe. 2002. “The Feminization and the Social Status of the Teaching Profession.” In Proceedings of the European Conference on Educational Research, 1–27. Leeds ; UNITED KINGDOM: University of Leeds.
APA
Aelterman, A., Rots, I., & Sabbe, E. (2002). The feminization and the social status of the teaching profession. Proceedings of the European Conference on Educational Research (pp. 1–27). Presented at the European Conference on Educational Research, Leeds ; UNITED KINGDOM: University of Leeds.
Vancouver
1.
Aelterman A, Rots I, Sabbe E. The feminization and the social status of the teaching profession. Proceedings of the European Conference on Educational Research. Leeds ; UNITED KINGDOM: University of Leeds; 2002. p. 1–27.
MLA
Aelterman, Antonia, Isabel Rots, and Elien Sabbe. “The Feminization and the Social Status of the Teaching Profession.” Proceedings of the European Conference on Educational Research. Leeds ; UNITED KINGDOM: University of Leeds, 2002. 1–27. Print.
@inproceedings{685373,
  abstract     = {This public opinion poll examined the public's esteem for and beliefs about the responsibilities and social status of K-12 teachers in the Dutch-speaking part of Belgium, focusing on gender issues. Interviews were conducted with 982 people age 18-70 years from April-June 2001. Results indicated that all teachers were highly valued, particularly early childhood and elementary school teachers (the most feminized area of education). There was no decline in the status of teachers in early childhood, elementary, and lower secondary school, and only a small decline in the status of teachers in upper secondary school, in comparison to 1979 and in comparison to other occupations. Results also indicated that the teaching profession was characterized by inconsistent status. The respondents believed that teachers at each level of education fulfilled an important social role, but at the same time, respondents indicated that teacher salaries, and to some degree social status, were not in balance with teachers' important role. Results suggested that the public did not perceive the growing number of women teachers as a problem for the quality of education.},
  author       = {Aelterman, Antonia and Rots, Isabel and Sabbe, Elien},
  booktitle    = {Proceedings of the European Conference on Educational Research},
  language     = {eng},
  location     = {Lisbon ; PORTUGAL},
  pages        = {1--27},
  publisher    = {University of Leeds},
  title        = {The feminization and the social status of the teaching profession.},
  url          = {http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content\_storage\_01/0000019b/80/1a/c7/f4.pdf},
  year         = {2002},
}