This study assesses the argument that grade-school teachers' work careers are staged by gender-specific career models established in the institutional environment. Data for individuals who were primary-secondary teachers in 1965 and/or in 1970 show the labor force demographics and the individual career patterns predicted by an institutional view of career staging. Research on teachers' career patterns under varying labor-market conditions and on career patterns associated with different kinds of career structures is needed to assess further the argument developed in this article.
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