"It's a Roller-Coaster": Experiences of UK Menopausal Teachers

Abstract

Abstract
Menopause is currently the subject of considerable attention in the UK. This thesis explores the experiences of UK menopausal teachers, utilising a feminist stance as a conceptual frame. It contributes to the theoretical knowledge by advancing important considerations that patriarchal norms regarding the ideal worker as a disembodied, emotionless male can have detrimental impacts upon embodied menopausal working teachers. Drawing upon the work of Acker (1990), it explores the theory of the ideal worker through embodiment and emotions such as stigma and shame. I argue that menopause can be problematic for working women on many levels but is exacerbated given the increased likelihood that an embodied menopausal teacher will be further distanced from the ideal worker. This research also offers a contribution to the professional educational literature; there is a paucity of literature on the impact of menopause in teaching which is a female- dominated profession. Indeed, there is a comparable scarcity of literature regarding the theory of the ideal worker in female-dominated workspaces, in particular teaching in the United Kingdom. As such, this thesis starts to bridge that gap in the literature. This research provides empirical evidence derived from 34 semi-structured interviews with UK teachers aged between 42 and 56 years old; three themes were obtained from the data. Firstly, the impact of physical and psychological symptoms upon teachers was considered, with brain fog identified as a key concern by participants. Secondly, the role of support was explored which included policies and professional learning as well as evidence of a reluctance to discuss the impact of symptoms with male colleagues. This theme also highlighted a grave need to improve toilet access; participants spoke of restricting liquid intake and concerns around bleeding as they did not have easy access to a toilet in terms of location or time available. Thirdly, the strategies used by menopausal teachers to negotiate their work alongside their symptoms were examined. These included wearing dark clothing, fully utilising organisational techniques and self-empowerment through research, “finding a tribe” to share experiences and raising awareness of menopause. In this way this thesis not only starts to bridge the research literature gaps, but also makes a significant contribution to professional knowledge.

Date of Award	19 Jul 2024
Original language	English
Awarding Institution	University of Portsmouth
Supervisor	Laura Hyman (Supervisor) & Matthew Round (Supervisor)