Edge Hill University
Identity Threat, Menopause and Teaching
Presentation Aims:
To explain how embedded ‘ideal worker norms’ in teaching create challenges for teachers to remain in the profession during menopause and contribute to identity threat and distress.
To explore several context-specific strategies which have been identified by menopausal teachers as helpful.
To explore frameworks used and why these are helpful for exploring complex systems, such as the teaching work environment, where multiple forces and factors interact.
Background
Menopause is a gendered workplace issue, which impacts work outcomes and work-related quality of life (Atkinson et al., 2021; Verdonk, Bendien and Appelman, 2022; Steffan and Potočnik, 2023). Despite the menopause gaining more attention, little is known about the work-related experiences of menopause of those in the teaching profession in England (Jack et al., 2016; Atkinson et al., 2021; Howe et al., 2024; Steffan and Potočnik, 2023).
Methods
An initial quantitative phase established the impact of menopause symptoms on teachers work outcomes and a second qualitative phase used rhythmanalysis (Lefebvre, 2013) to explore the daily workplace rhythms of schools and how menopause symptoms are perceived as ‘rhythm disruptors.’ An ecological approach (Bronfenbrennor, 1979) was utilized as a framework to explore wider influences on menopausal teachers including medical settings and home life settings.
Findings and Conclusion
Menopause was a distressing time for women teachers. They perceived their work identity to be ‘threatened’ as their symptoms forced them to deviate from the ‘ideal worker norm’ (Acker, 1990) which was embedded throughout schools. There were little options for workplace accommodation and support. Wider influences including access to GPs, homelife midlife challenges and compounding stigma contributed to women’s distress. Teachers identified a number of potential solutions for support during menopause.
Hannah Smee’s Edge Hill University staff webpage