Abstract
Women instructors teaching in undergraduate colleges face much unethical behavior during the tenure of their professional lives. The feeling of clashing their professional ethical concerns with institutional misconduct is wisely explained as “experience of professional ethical considerations.” This study adopted a qualitative research design with a humanist research paradigm. I adopted auto/ethnography to study the phenomenon where I myself was a participant in order to relate the feelings of “self” with the other participants. Data saturation was maintained by interviewing five women teachers from different private colleges of Kathmandu Valley, Nepal. The findings were compared and contrasted with various ethical paradigms such as care, justice, critique, and silence. This study is substantiated from theoretical perspectives, and the findings revealed that gender discrimination still exists among men and women teachers at the undergraduate level in Nepal. Therefore, in order for colleges to foster or establish gender-friendly environments, there is a dire need of consciousness amongst the administration, the stakeholders, and the women teachers as well.
Recommended Citation
Sitaula, Mamta
(2023)
"Paradoxes Faced by Women Teachers in Practicing Professional Ethics in Undergraduate Colleges in Nepal,"
Journal of International Women's Studies: Vol. 25:
Iss.
1, Article 19.
Available at:
https://vc.bridgew.edu/jiws/vol25/iss1/19