(a) Background/context
The diversity of any professional grouping is a function of a range of dimensions: socio-economic background, geographical origin, race, ethnicity, nationality, disability, sexual orientation, gender, religious affiliation, and age. Judged against these diversity dimensions, the homogeneity of the teaching profession is an international phenomenon, often in contrast to student populations (Ingersoll 2017; Redding & Baker 2019). Research in Ireland uncovers a similar situation, particularly in respect of primary teachers (Heinz and Keane 2018; Keane et al. 2020).
(b) Research aim/objectives
As motivations to become teachers are affected by cultural expectations embedded within communities, attention to the influence of social norms in particular national contexts is warranted (Bergmark et al. 2018). Grounded in the connection between teachers’ lives and careers, and aiming to capture aspects of beginning teachers’ life histories (Fray and Gore 2018), this qualitative study explores the intertwining influence of two diversity dimensions, i.e., socio-economic background and geographical origin, on decisions to choose primary teaching as a career in the Irish context.
(c) Methods and data sources,
Employing a multiple-case study research design (Stake 2005), the study participants are nine beginning primary teachers. A semi-structured individual interview was conducted with each participant, thus allowing participants to reflect retrospectively on culture-specific factors that influenced their decision to choose primary teaching as a career (Kvale and Brinkmann 2009; Heinz 2015). Ethically, no uniquely identifying information is attached to collected data. While data selected for presentation can be considered to reflect the experiences of multiple participants, the singularities of personal experience also remain to the fore. Methodological shortcomings relate to the limited size and purposive composition of the sample.
(d) Key findings/takeaway points.
Data are drawn upon to illustrate the intertwining influence of socio-economic background and geographical origin on choosing to teach. The process helps foreground a range of contributing, concomitant influences: parental advice, cultural expectation, school-experience, and serendipitous opportunity.
Because of either resisting, engaging or re-engaging with parental advice, complex and variable choice-making realities emerge from the data.
The tradition of geographically specific expectation is readily apparent in the data. In facilitating a positive image of primary teaching, the cultural context of Irish rural society impacts strongly.
Participants from ‘non-traditional’, underrepresented teaching backgrounds, who did not have recourse to firmly rooted cultural expectations, owe their choice of career to serendipitous opportunities arising from unforeseen coincidences, even happenstance.
The study conclusions help inform discussion of the benefits and challenges associated with the promotion of a more diverse teaching profession.