Woman, teacher, entrepreneur: On identity construction in female entrepreneurs of Swedish independent schools

Abstract

Life can be seen as an ongoing process of identity construction, where individuals try to understand herself from the various identity bases to which she is exposed. Here, we focus on the identity construction of women who have started independent schools in Sweden. The independent school sector emerged after a political reform in 1992, allowing privately owned schools to operate with public funding. The women are subject to gendered expectations on how they are supposed to behave, and they are teachers, part of a profession with strong traditions. They have also become entrepreneurs through starting new independent schools. From a narrative analysis of their individual identity construction, we identify four different narrative strategies used to combine identity bases with differing norms and expectations.

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