Women teachers in Liberia

This chapter sought to answer the following three questions: What are the main factors accounting for a heavily male-dominated primary-school teaching force? What barriers dissuade women from becoming teachers? What are the policy options for increasing the number of women teachers in the workforce? To understand the low presence of women as teachers in Liberia, author use a gender lens, which brings particular attention to both the private and the public spheres, and their constant interaction in producing gender asymmetries. The chapter proceeds in several parts: the context of education for women and girls in Liberia, the experience of women in the process of becoming teachers, the reality of teaching, the patterns of educational supply shaping the pool of women, and current policies related to gender and girls' education. The study then offers some conclusions and policy recommendations.