Interpellated into Teaching: Socio-Cultural and Structural Influences on Female Student Teachers’ Career Decision-Making in Finland and Sri Lanka

Abstract

Teaching, at present has become a feminized profession in many parts of the world. Within such a phenomenon, it is fascinating to observe how Finland and Sri Lanka, two countries with distinct socio-cultural and structural dissimilarities align with the same outcome: teaching as a feminized profession. Accordingly, grounded in the concept of Ideological State Apparatus (ISA) by Althusser (1971) and Gender Socialization theory by Oakley (1985) and Beauvoir (1953), this qualitative international comparative study aims to explore how the socio-cultural and structural factors of Finland and Sri Lanka influence female student teachers to choose teaching and how well these student teachers can reflect and distinguish what shapes their career decision making. Data was gathered from nine (four Finnish, five Sri Lankan) student teachers through semi-structured interviews and a lifeline activity to shed light on how individual career decisions are cumulatively shaped in relation to the socio-cultural and structural contexts. While family, society and school were the three main institutions that influenced career decision-making in both the contexts, the way in which those institutions influenced participants across the two contexts were different. In particular, the socio-cultural influences (family, society) of Finland were less directive and subtle whereas the same influences in the Sri Lankan context were more directive and explicit. Despite these subtle or explicit influences, both contexts displayed how female students were intentionally or unintentionally socialized in a gendered manner by ultimately normalizing and reinforcing teaching as an accessible career. Beyond this, the influence of the two education systems demonstrated significant influential differences. The Finnish school structure was rather flexible and supportive in terms of students’ career decision making while the Sri Lankan education system revealed constraining opportunities and a lack of career guidance support. Overall, the study draws attention to the need for further educational and policy implementations, and the significant role an individual’s education can play in disrupting and challenging gender norms and providing equitable career guidance.