O'Brien Interview Miriam O'Brien Began Her Teaching Essay

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O'Brien Interview

Miriam O'Brien began her teaching career in 1959. After several years hiatus in the mid-1960s, during which time she gave birth to two children, Mrs. O'Brien returned to the classroom in 1967. She remained there until her retirement in 2002. In a 2011 interview, Mrs. O'Brien spoke about her teaching career and about women's roles in County Wexford, Ireland, during her life and working years. One can reflect on the struggles for equality that American women faced and the changes that were effected thanks to the women's movement of the 1960s and 1970s. In Ireland, women faced even greater roadblocks in a traditional, patriarchal society. Mrs. O'Brien spoke of the inequity of men's and women's roles in the teacher profession. It is a fascinating look at practices that many people find shocking at the beginning of the twenty-first century.

Mrs. O'Brien first discussed the competitive nature of gaining a place in a teachers' training program. Students had to fulfill rigorous prerequisite requirements, including English, geography, math and history. Requirements were more challenging than for students who sought places in medicine, dentistry and law. Musical ability played an important role, as the Irish traditions were highly valued. Mrs. O'Brien, as did all teaching candidates, demonstrated that she was able to sight-read, sing, and pass an ear training test. She also had to demonstrate her facility as a needleworker.

Men and women in teacher training went to separate colleges. The men's college was smaller and accepted fewer students. Conventional wisdom held that men would stay in their careers for life, whereas women would leave the profession for marriage and motherhood.

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More young women needed training in order for there to be a constant supply of qualified teachers.

New teachers were generally hired by the parish priest. According to Mrs. O'Brien, qualifications mattered little in contrast to one's connections in the community. Interviews rarely took place. She explained that one replied by letter to an advertisement for an opening and received an invitation, or not, by return post to take the position. In many cases, teachers were hired in the villages where they grew up. They were known in the community and their families were known as well. The parish priest wielded a tremendous amount of power in a village. He would decide whether a candidate was suitable for a position and his opinion was respected without question. Mrs. O'Brien recalled an instance in which she was not hired for a position, even though she was told she had better qualifications than the candidate selected. The other young woman was "a local girl," and preference was given to her.

Mrs. O'Brien entered the teaching profession because, she said, she was told that she would not be get a place in a training program. She relished the challenge and found it to be a powerful incentive to be successful. This mindset served Mrs. O'Brien well in her teaching career, where advancement was nearly impossible for women and wages were poor. Her determination to enter the profession and to remain in it speaks to the dedication she felt. Although she did not address this aspect of her teaching career in this interview, it….....

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