This study focuses on cultural and institutional factors that affect women’s decision to become primary
school teachers in Liberia. It exposes current dynamics that account for the male-dominated primary
school teaching force and the barriers that dissuade women from becoming teachers. Based on
semistructured interviews with pre-service and practicing teachers, school administrators, faculty at
teacher training institutions, and Ministry of Education officials, the research findings indicate that
women face several cultural barriers to receiving an education: patrilineal assumptions that daughters
are destined to become resources for their husbands’ families (and thus a poor investment), early onset
of sexual activity and teenage pregnancy, and social expectations about early family formation. Women
who enter teacher training programs receive no recognition for their children and family responsibilities
and are given insufficient financial support. When women do become teachers, they face difficult
working conditions such as distant schools, poor housing facilities, late payments, and large classes filled
with overage students. The probability of rural assignment brings additional dissuading factors: poor
quality roads and few transportation options, a dearth of safe housing, and lack of childcare services. The
study offers several policy options for increasing female teachers in the workforce.