Abstract:
This autoethnographic study aimed to explore the influence of socio-cultural expectations on the identity construction of a female Afrikaner teacher. I share my personal experiences and challenges faced in pursuing higher education and career achievement as a woman in a society that often defines a woman’s role by her role in the family. The conceptual framework in this study consisted of intersectionality (Crenshaw, 1989), integrated with the social role theory (Eagly, 1997) and feminism as the metatheory.
I explored existing literature on socio-cultural expectations, the establishment of Afrikaner culture and identity, as well as female teachers. I also discussed the impact of gender norms and expectations on the emotional well-being of individuals in patriarchal societies. The challenges faced by Afrikaner women in terms of limited opportunities and family commitments are highlighted. The study also explored the intersection of gender and identity in the context of female teacher identity, noting that schools are often seen as feminised environments.
My autoethnography was in the form of a narrative and represented my personal lived experiences in a particular social and cultural context. This study narrated my experiences of Afrikaner socio-cultural expectations on my personal life and career aspirations, within the context of the female teacher identity. As this study was conducted using an autoethnographic approach, I was the primary participant in obtaining data for analysis. Data were gathered by writing my narrative vignettes, and the neologism of lyricovignette was introduced. The following methods were used to help guide my narrative: self-interview and memory work, critical conversations with others as co-constructors of knowledge (memory sharing with others) and consulting personal journal entries. The data gathered from my lyricovignettes (a neologism generated for this research study) were analysed using thematic data analysis.
The findings included the socio-cultural expectations of religion on my Afrikaner identity, as well as the socio-cultural expectations which I experienced as a female Afrikaner teacher. The insight gained from this study will be used to inform further research on female Afrikaner identities and female teacher identities and add to the literature on the socio-cultural expectations of female teachers.
