For this literature review, the authors asked, “What is the role of gender in research about elementary-level women teachers and preservice teachers in the past 15 years, and what have scholars learned about the gendered nature of women’s experiences in elementary-level preservice and in-service teaching in that time?” To be eligible for inclusion, works had to be published during or after 1995, study elementary preservice or practicing women educators, take place in the United States, focus on gender, and be empirical. Of the 54 articles that warranted in-depth investigation, 42 articles were excluded because teachers’ gender was subsumed under other social categories such as K–12 female students or male students and teachers. The majority of the 12 relevant articles employed small participant samples and exploratory approaches and depicted female teachers as struggling with or marginalized in the profession. A minority presented women teachers as reveling in the legacies of teaching. These findings beg for more research on women teachers’ gendered experiences.
The Paradox of Pedagogical Excellence Among Exemplary Black Women Educators