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As a college student in the early 60s, I actively resisted the idea of teaching. However, my fa- ther, who was paying all the bills, insisted that I take a few education courses as “insurance.” After graduation, when my summer job at a soft- serve ice cream place was about to end, he re- minded me that I was expected to pay room and board. So I quickly scrambled in late Au- gust to find a “real” job. There were not many options for liberal arts graduates other than teaching, but teachers were in such short sup- ply that it was easy for any “warm body” to get From Survival to Self-Actualization: hired—even without any student teaching. The Reflections on Teaching and superintendent didn’t even see any problem in Teacher Education hiring me, with a B.A. in history and govern- ment, to teach high school English. I now see that the historical context had a great Anne Wescott Dodd deal to do with my career choice. At the time I Bates College entered the workplace, women, who weren’t at home raising children, typically became sec- retaries, nurses, or teachers. Given that some of my female friends had to enroll
The High School Journal – University of North Carolina Press
Published: Mar 1, 2001
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