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Relevant bibliographies by topics / Women teachers in literature

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Academic literature on the topic 'Women teachers in literature'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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Journal articles on the topic "Women teachers in literature"

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Grambs, Jean Dresden. "Are Older Women Teachers Different?" Journal of Education 169, no. 1 (January 1987): 47–64. http://dx.doi.org/10.1177/002205748716900105.

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Most teachers are women, and most older teachers are women. Does this group of educators comprise a distinctive population in terms of their own growing older and/or in the ways they teach and participate in school affairs? Low status is associated with being older, being female, and being a teacher. When combined, there are some expected stresses and problems not encountered by male counterparts. The double pressure of job and family for a woman in midlife often produces personal crises since work situations do not respond to these pressures on women. Unfortunately, research on age and teaching is almost nonexistent and there is very little on gender and teaching. Despite much negative commentary about women teachers in the educational literature, there are no studies showing women teachers to be less effective than men at any age. More study is needed to determine the impact of age, sex, and work on performance and quality of life. Meanwhile, school systems could be more responsive to the stresses older women face as well as the ways in which women use the workplace.

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Kotecha, Piyushi. "The Position of Women Teachers." Agenda, no. 21 (1994): 21. http://dx.doi.org/10.2307/4065818.

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Weisenfeld, Judith. "‘Who is Sufficient For These Things?’ Sara G. Stanley and the American Missionary Association, 1864–1868." Church History 60, no. 4 (December 1991): 493–507. http://dx.doi.org/10.2307/3169030.

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The literature dealing with those women and men who dedicated themselves to teaching the newly freed slaves in the South during Reconstruction has grown considerably in recent years. From W. E. B. DuBois's Black Reconstruction in America in 1935, with its positive depiction of the role of these teachers through Henry L.ee Swint's 1941 work, The Northern Teacher in the South, with its negative stereotype to more recent works, we now have a body of literature which has begun to examine this group in a more thorough and complex manner.1 The general stereotype which often appears in the literature is of the missionar teacher as a white woman from New England, fresh from the abolitionist movement. While it is true that many teachers fit into this category, there were also many African-American teachers and missionaries, both women and men.2 A good deal of the literature has dealt, at least briefly, with the ways in which African-American men functioned in the context of such organizations as the American Missionary Association (AMA). However, the experience of these men was different from that of African- American women, in part because these men were more likely to be givenadministrative positions in the organizations, either as principals, field agents, or supported missionaries. Most of the women, then, were more likely to remain “in the trenches” as teachers during their tenure with the missionary society.3

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Williams, Dana. "Is the Post-secondary Classroom a Chilly One for Women?: A Review of the Literature." Canadian Journal of Higher Education 20, no. 3 (December 31, 1990): 29–42. http://dx.doi.org/10.47678/cjhe.v20i3.183084.

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A review of the literature on gender bias in the post-secondary classroom reveals that in many cases women students do not participate in class discussions as much as men students. Cause and effect cannot be determined from these studies, but a female teacher and teacher training in sex equitable behaviour are two factors associated with increased female participation. Studies examining student evaluations of teachers reveal that female students rate their female professors higher than their male professors. Research examining post-secondary experiences leading to women's achievement and self-confidence after graduation suggests that attending a woman's college and having female teachers are important. Future research is needed to determine the cause and effect relationship between specific classroom variables on women's classroom participation, satisfaction, and achievement after graduation.

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Fuller, Kay. "Women secondary head teachers in England." Management in Education 31, no. 2 (April 2017): 54–68. http://dx.doi.org/10.1177/0892020617696625.

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The underrepresentation of women in secondary school headship in England and elsewhere is an early and longstanding theme in the women and gender in educational leadership literature. The purpose of this article is to report findings from a statistical survey of secondary school head teachers across England. Data available in the public domain on school websites have been collated during a single academic year to present a new picture of where women lead secondary schools in England. Mapping the distribution of women by local authority continues to show considerable unevenness across the country. This article argues that a geographical perspective still has value. It might influence the mobilization of resources to targeted areas and ultimately result in women’s proportionate representation in school leadership. Alongside this is a need for schools and academy trusts to comply with the Public Sector Equality Duty.

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Grissom, Jason A., and Michelle Reininger. "Who Comes Back? A Longitudinal Analysis of the Reentry Behavior of Exiting Teachers." Education Finance and Policy 7, no. 4 (October 2012): 425–54. http://dx.doi.org/10.1162/edfp_a_00075.

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While a large literature examines the factors that lead teachers to leave teaching, few studies have examined what factors affect teachers’ decisions to reenter the profession. Drawing on research on the role of family characteristics in predicting teacher work behavior, we examine predictors of reentry. We employ survival analysis of time to reentry for exiting teachers using longitudinal data from the 1979 National Longitudinal Surveys of Youth. We find that younger, better paid, and more experienced teachers are more likely to reenter. We also find that women are more likely to return to teaching than men. Child rearing plays an important role in this difference. Women are less likely to reenter with young children at home. We conclude that reentrants may be an important source of teacher labor supply and that policies focused on the needs of teachers with young children may be effective ways for districts to attract returning teachers.

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Angus, Lawrence B. "Masculinity and Women Teachers at Christian Brothers College." Organization Studies 14, no. 2 (March 1993): 235–60. http://dx.doi.org/10.1177/017084069301400204.

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In this paper I attempt to fill partially a gap identified by Mills (1988) who claims that, despite the emergence of a strong body of literature on organizational culture, gender has remained 'at best' a marginal theme in this literature. Draw ing upon notions of agency and structure, I report a case study of aspects of the construction of masculine subjectivities in a Catholic boys' school, and of the encounter of women teachers with its organizational culture. Such a focus is particularly revealing of the institution's gender regime. I examine gender as an aspect of background rules and hegemonic culture as they are mediated within the institutional context of the school. Finally, I consider the responses of the women to their encounter with the institution in terms of feminist possibilities for organizational reform.

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Carr-Hill, Roy, and Shelley Sauerhaft. "Low Cost Private Schools: ‘Helping’ to Reach Education for All Through Exploiting Women." European Journal of Education 2, no. 2 (April 30, 2019): 28. http://dx.doi.org/10.26417/ejed-2019.v2i2-60.

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The rapid growth of Low Cost Private Schools (LCPS) in developing countries has led to increasing interest in the model’s ‘sustainability’. Nearly all the literature is based on the proponents’ claims that the model is more cost-effective than government schools rather than of the implications of the model depending to a large extent on very low paid young women teachers.The article is written against the backdrop of the model of an autonomous, respected, well-prepared teacher and framed in terms of human rights and gender (dis-)empowerment. Drawing on material on literature mainly from India and Pakistan, it documents the educational levels and employment opportunities for women; reviews the arguments for and against the model pointing out the lack of attention to the high rates of profit and the plight of teachers; and demonstrates that the (mostly young women) teachers are not only very low paid but are also poorly qualified with very precarious conditions of employment. Simply put, paying women teachers less than the minimum wage denies their human rights, further disempowering those who are already socially marginalized and excluded. This is not sustainable for gender equality in the long term and, finally, detrimental to education in developing societies as a whole.

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Christensen, Maria Munkholt, and Peter Gemeinhardt. "Holy Women and Men as Teachers in Late Antique Christianity." Zeitschrift für Antikes Christentum / Journal of Ancient Christianity 23, no. 2 (July 15, 2019): 288–328. http://dx.doi.org/10.1515/zac-2019-0015.

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Abstract This article shows how the theme of education was treated in late antique hagiographical discourse. Brief references are made to two ascetic archetypes, Antony and Macrina, who are both styled in their vitae in relation to education, either by rejecting classical education or appropriating philosophy and substituting classical literature with biblical literature. On this basis the article focuses in more detail on six hagiographical texts and their protagonists, i. e. three texts primarily on men (the Life of Hypatius of Rufiniane, the saints of Theodoret of Cyrus’ Religious History and Cyril of Scythopolis’ Lives of the Monks in Palestine) and three texts on women (the Lives of Marcella, Melania the Younger, and Syncletica). Although classical education is evaluated differently in these texts, and ascetic formation takes various shapes, it is obvious that both male and female saints played a role in the discussion about the Christian appropriation of classical education as well as in the development of particular Christian ideas of formation. A correct use of education was not a hindrance for holiness, but rather a sign of ascetic wisdom. That both men and women, on a literary level, incarnated Christian teachings in their Lives, and that they were able to live and teach Christian ideals, tells us much about the ambitious transformation of education that was visualized in the ascetic literature. The hagiographical texts themselves both reflect the discussion of education and are didactic texts with the aim of establishing new norms.

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Anderson, Emily, and Kelly Grace. "From Schoolgirls to “Virtuous” Khmer Women: Interrogating Chbab Srey and Gender in Cambodian Education Policy." Studies in Social Justice 12, no. 2 (December 29, 2018): 215–34. http://dx.doi.org/10.26522/ssj.v12i2.1626.

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Chbab Srey (Code of Conduct for Women) is an important piece of Khmer literature outlining expected behavior for girls and women in Cambodia. Pieces of the poem are taught in secondary school and interwoven into the educational experiences of girls and female teachers, yet there is little research on Chbab Srey in education. Using discourse analysis, this article considers the influence of Chbab Srey on gender-related education policy in Cambodia. This research highlights the juxtaposition of Chbab Srey and gender mainstreaming in education policy and in the curricular experiences of girls and teachers in Cambodia, and introduces an unexamined and culturally coveted piece of Cambodian curriculum to the fields of teacher-related policy and girls’ education.

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Dissertations / Theses on the topic "Women teachers in literature"

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Henshall, Amanda Louise. "Talking books : teachers on teaching texts by women on A Level English literature courses." Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288979.

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Zimmerman, Elizabeth Farrell. "God’s Teachers: Women Writers, Didacticism, and Vernacular Religious Texts in the Later Middle Ages." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1244059446.

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Koc, Bartosz. "Literature According to Teachers." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33829.

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This study investigates four teachers’ views and approach on teaching literature in the English classroom. The main reason for this study is to give an insight in some different ways of approaching this specific part of the national curriculum. The study is based on four separate interviews. The results are somewhat varied and provide an in-depth understanding of the subject. The study shows that there are different approaches for various reasons. These reasons are not only based in methodology but also personal preference and attitude to the subject. The results of the study also show that there is emphasis on teaching literature for various reasons, be it linguistic or cultural The study also serves as an introductory guide for future pedagogues and teachers on some issues that need to be considered when teaching literature. Last but not least, this study serves as a possible starting point for further research in methodology concerning teaching literature in the English classroom. The possible directions for further study can be linguistic- or knowledge-based.

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Haynes, Michelle Daphne. "Jewish women teachers in secondary schools." Thesis, King's College London (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399228.

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Romanczuk, Barbara L. "Screening Zola's women /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486402544590054.

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Prasad, Anjali. "Does "Little Women" Belittle Women?: Female Influence in Louisa May Alcott's "Little Women"." W&M ScholarWorks, 1994. https://scholarworks.wm.edu/etd/1539625888.

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Chabalala, Lucky W. "What do women teachers identify as barriers to promotion?" Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-12182006-132225.

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Cheung, Kwong-leung. "The perception of women teachers in Hong Kong." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14710225.

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Headrick, Ashlee S. Sherman Carol L. "Images of women mentoring women in French literature 1650-1750." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,258.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2006.
Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Romance Languages (French)." Discipline: Romance Languages; Department/School: Romance Languages.

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Fridriksdottir, Johanna Katrin. "Women, bodies, words and power : Women in old Norse literature." Thesis, University of Oxford, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527305.

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Books on the topic "Women teachers in literature"

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Shephard, Marie Tennent. Maria Montessori: Teacher of teachers. Minneapolis: Lerner Publications Co., 1996.

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Rural women teachers in the United States: A sourcebook. Lanham, Md: Scarecrow Press, 1997.

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ill, Brown Pamela 1950, ed. Carol Thomas-Weaver, music teacher. Frederick, Md: Twenty-First Century Books, 1991.

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Rayner, Claire. Dangerous things. London: M. Joseph, 1993.

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Michaels, Barbara. Houses of Stone. New York: HarperCollins, 2009.

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Connelly, Victoria. A weekend with Mr. Darcy. London: Avon, 2011.

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Connelly, Victoria. A weekend with Mr. Darcy. Naperville, Ill: Sourcebooks Landmark, 2011.

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McCaig, JoAnn. The textbook of the rose: A tale. Dunvegan, Ont: Cormorant Books, 2000.

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Gênero e práticas culturais: História, educação e literatura. Natal: Editora da EDUFRN, 2009.

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Ascenzi, Anna. Drammi privati e pubbliche virtù: La maestra italiana dell'Ottocento tra narrazione letteraria e cronaca giornalistica. Macerata: EUM, 2012.

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Book chapters on the topic "Women teachers in literature"

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Huang, Rongjin. "Literature Review." In Prospective Mathematics Teachers’ Knowledge of Algebra, 7–35. Wiesbaden: Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-658-03672-0_2.

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Sanok, Catherine. "Women and Literature." In A Concise Companion to Middle English Literature, 54–76. Oxford, UK: Wiley-Blackwell, 2009. http://dx.doi.org/10.1002/9781444308310.ch3.

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Baratz, Lea, and Roni Reingold. "Voicing Oppressed Palestinian Women." In Changes in Teachers’ Moral Role, 63–71. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-837-7_5.

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Kennedy, Ian G., Gloria Latham, and Hélia Jacinto. "The Literature Review." In Education Skills for 21st Century Teachers, 11–20. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-22608-8_3.

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Prentice, Alison, and Marjorie R. Theobald. "The Historiography of Women Teachers: A Retrospect." In Women Who Taught, edited by Alison Prentice and Marjorie Theobald, 1–34. Toronto: University of Toronto Press, 1991. http://dx.doi.org/10.3138/9781442683570-003.

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Friðriksdóttir, Jóhanna Katrín. "Women Speaking." In Women in Old Norse Literature, 15–45. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137118066_2.

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Friðriksdóttir, Jóhanna Katrín. "Monstrous Women." In Women in Old Norse Literature, 59–77. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137118066_4.

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Trouvé-Finding, Susan. "Unionised Women Teachers and Women’s Suffrage." In Suffrage Outside Suffragism, 205–30. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230801318_9.

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Constantinou, Stavroula. "Women Teachers in Early Byzantine Hagiography." In What Nature Does Not Teach, 189–204. Turnhout: Brepols Publishers, 2008. http://dx.doi.org/10.1484/m.disput-eb.3.3252.

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Jagire, Jennifer M. "Indigenous Women Science Teachers of Tanzania." In Indigenist African Development and Related Issues, 163–80. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-659-2_11.

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Conference papers on the topic "Women teachers in literature"

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Ismawati, E., Warsito Warsito, and KA Anindita. "Javanese Women in Old Literature Text: Literature Ethnography Study." In Proceedings of the Third International Seminar on Recent Language, Literature, and Local Culture Studies, BASA, 20-21 September 2019, Surakarta, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.20-9-2019.2296756.

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Sadik, Olgun. "Encouraging Women to Become CS Teachers." In GenderIT '15: The Third Conference on GenderIT. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2807565.2807715.

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Boyomo, M., G. H. Kom, B. Siebatcheu, M. L. Asse, R. Woulache, E. Mvoudjo, Beverly Karplus Hartline, Renee K. Horton, and Catherine M. Kaicher. "Overcoming Underrepresentation of Women Physics Teachers in Cameroon: Preliminary Study." In WOMEN IN PHYSICS: Third IUPAP International Conference on Women in Physics. AIP, 2009. http://dx.doi.org/10.1063/1.3137924.

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Wang, Dandan, and Kun Qu. "Literature reviews of university teachers' ET training." In International conference on Management Innovation and Information Technology. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/miit132592.

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Tanemura, Masako, Fumiko Okiharu, Kyoko Ishii, Haruka Onishi, Mika Yokoee, Hiroshi Kawakatsu, Beverly Karplus Hartline, Renee K. Horton, and Catherine M. Kaicher. "History and Objectives of LADY CATS (Women Physics Teachers in Japan) (abstract)." In WOMEN IN PHYSICS: Third IUPAP International Conference on Women in Physics. AIP, 2009. http://dx.doi.org/10.1063/1.3137887.

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Shuklina, Elena, and Maria Pevnaya. "PARTICIPATION OF WOMEN TEACHERS IN THE MANAGEMENT OF UNIVERSITIES." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1362.

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Nazri, Nor, Azizan Zainuddin, and Suhaimi Samad. "Where Am I? The Literature On Women And Household Poverty Using Systematic Literature Review." In The Proceedings of the 4th International Conference of Social Science and Education, ICSSED 2020, August 4-5 2020, Yogyakarta, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.4-8-2020.2302924.

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Zhao, Chenchen. "The Imprisoned “Crazy Women”." In proceedings of the 2nd International Conference on Literature, Art and Human Development (ICLAHD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.495.

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Fahrurozi, Slamet Kurniawan, Cucuk Budiyanto, and Roemintoyo. "Pre-service teachers perspective in developing TPACK: Literature review." In THE 2ND INTERNATIONAL CONFERENCE ON SCIENCE, MATHEMATICS, ENVIRONMENT, AND EDUCATION. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5139756.

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Ratih, Rina. "Do Teachers of Lecturers need to Write Children’s Literature?" In Proceedings of the International Conference on Language, Literature, and Education (ICLLE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iclle-18.2018.23.

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Reports on the topic "Women teachers in literature"

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Fitzpatrick, Maria. Teaching, Teachers Pensions and Retirement across Recent Cohorts of College Graduate Women. Cambridge, MA: National Bureau of Economic Research, September 2016. http://dx.doi.org/10.3386/w22698.

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Corcoran, Sean, William Evans, and Robert Schwab. Changing Labor Market Opportunities for Women and the Quality of Teachers 1957-1992. Cambridge, MA: National Bureau of Economic Research, September 2002. http://dx.doi.org/10.3386/w9180.

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Magee, Caroline E. The Characterization of the African-American Male in Literature by African-American Women. Fort Belvoir, VA: Defense Technical Information Center, May 1995. http://dx.doi.org/10.21236/ada299399.

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Leotti, Sandra. Interrogating the Construction and Representations of Criminalized Women in the Academic Social Work Literature: A Critical Discourse Analysis. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6996.

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Sharp, Marilyn A. Physical Fitness, Physical Training and Occupational Performance of Men and Women in the U.S. Army: A Review of Literature. Fort Belvoir, VA: Defense Technical Information Center, June 1993. http://dx.doi.org/10.21236/ada266297.

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Matera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.

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This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School District to provide professional development both in person and online to TK teachers on implementing Dialogic Reading practices and highlights a few of the participating teachers. This article has implications for expanding the reach of professional development for TK teachers through innovative online modules.

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Gold, Thomas. Pipeline and Retention of Teachers of Color: Systems and Structures Impeding Growth and Sustainability in the United States. Digital Promise, April 2020. http://dx.doi.org/10.51388/20.500.12265/96.

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This literature review summarizes research on factors that contribute to the continuing decline in the teacher of color workforce and presents promising practices to improve teacher of color recruitment and retention.

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Barker, Gary, Jorge Lyra, and Benedito Medrado. The roles, responsibilities, and realities of married adolescent males and adolescent fathers: A brief literature review. Population Council, 2004. http://dx.doi.org/10.31899/pgy22.1004.

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From the perspective of developing countries, we know relatively little about married adolescent males and adolescent fathers, and much of what we know is inferred from research with young women or comes from a few specific regions in the world. However, there has been a growing interest in the issue on the part of researchers, policy-makers, and program staff. This interest has coincided with increasing attention in general to men, with gender studies, and with sexual and reproductive health initiatives. Early marriage and early childbearing are much more prevalent among young women than young men, and the negative consequences are more significant among young women. Nonetheless, it is the behavior and attitudes of men, within social contexts where gender hierarchies favor men over women, that often create young women’s vulnerability. Much of the research and literature on adolescent fathers comes from Latin America, the Caribbean, North America, and Europe. This paper reviews some of the literature on young married men and young fathers, concluding with suggestions for engaging young men to promote better reproductive and sexual health and more favorable life outcomes for married adolescent women and young men.

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Roberts, Tony, and Kevin Hernandez. Open Data for Agriculture and Nutrition: A Literature Review and Proposed Conceptual Framework. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/ids.2021.018.

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This paper begins by locating the Global Open Data for Agriculture and Nutrition project (GODAN) in the context of wider debates in the open data movement by first reviewing the literature on open data and open data for agriculture and nutrition (ODAN). The review identifies a number of important gaps and limitations in the existing literature. There has been no independent evaluation of who most benefits or who is being left behind regarding ODAN. There has been no independent evaluation of gender or diversity in ODAN or of the development outcomes or impacts of ODAN. The existing research on ODAN is over-reliant on key open data organisations and open data insiders who produce most of the research. This creates bias in the data and analysis. The authors recommend that these gaps are addressed in future research. The paper contributes a novel conceptual ‘SCOTA’ framework for analysing the barriers to and drivers of open data adoption, which could be readily applied in other domains. Using this framework to review the existing literature highlights the fact that ODAN research and practice has been predominantly supply-side focused on the production of open data. The authors argue that if open data is to ‘leave no one behind’, greater attention now needs to be paid to understanding the demand-side of the equation and the role of intermediaries. The paper argues that there is a compelling need to improve the participation of women, people living with disabilities, and other marginalised groups in all aspects of open data for agriculture and nutrition. The authors see a need for further research and action to enhance the capabilities of marginalised people to make effective use of open data. The paper concludes with the recommendation that an independent strategic review of open data in agriculture and nutrition is overdue. Such a review should encompass the structural factors shaping the process of ODAN; include a focus on the intermediary and demand-side processes; and identify who benefits and who is being left behind.

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Viswanathan, Meera, Jennifer Cook Middleton, Alison Stuebe, Nancy Berkman, Alison N. Goulding, Skyler McLaurin-Jiang, Andrea B. Dotson, et al. Maternal, Fetal, and Child Outcomes of Mental Health Treatments in Women: A Systematic Review of Perinatal Pharmacologic Interventions. Agency for Healthcare Research and Quality (AHRQ), April 2021. http://dx.doi.org/10.23970/ahrqepccer236.

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Background. Untreated maternal mental health disorders can have devastating sequelae for the mother and child. For women who are currently or planning to become pregnant or are breastfeeding, a critical question is whether the benefits of treating psychiatric illness with pharmacologic interventions outweigh the harms for mother and child. Methods. We conducted a systematic review to assess the benefits and harms of pharmacologic interventions compared with placebo, no treatment, or other pharmacologic interventions for pregnant and postpartum women with mental health disorders. We searched four databases and other sources for evidence available from inception through June 5, 2020 and surveilled the literature through March 2, 2021; dually screened the results; and analyzed eligible studies. We included studies of pregnant, postpartum, or reproductive-age women with a new or preexisting diagnosis of a mental health disorder treated with pharmacotherapy; we excluded psychotherapy. Eligible comparators included women with the disorder but no pharmacotherapy or women who discontinued the pharmacotherapy before pregnancy. Results. A total of 164 studies (168 articles) met eligibility criteria. Brexanolone for depression onset in the third trimester or in the postpartum period probably improves depressive symptoms at 30 days (least square mean difference in the Hamilton Rating Scale for Depression, -2.6; p=0.02; N=209) when compared with placebo. Sertraline for postpartum depression may improve response (calculated relative risk [RR], 2.24; 95% confidence interval [CI], 0.95 to 5.24; N=36), remission (calculated RR, 2.51; 95% CI, 0.94 to 6.70; N=36), and depressive symptoms (p-values ranging from 0.01 to 0.05) when compared with placebo. Discontinuing use of mood stabilizers during pregnancy may increase recurrence (adjusted hazard ratio [AHR], 2.2; 95% CI, 1.2 to 4.2; N=89) and reduce time to recurrence of mood disorders (2 vs. 28 weeks, AHR, 12.1; 95% CI, 1.6 to 91; N=26) for bipolar disorder when compared with continued use. Brexanolone for depression onset in the third trimester or in the postpartum period may increase the risk of sedation or somnolence, leading to dose interruption or reduction when compared with placebo (5% vs. 0%). More than 95 percent of studies reporting on harms were observational in design and unable to fully account for confounding. These studies suggested some associations between benzodiazepine exposure before conception and ectopic pregnancy; between specific antidepressants during pregnancy and adverse maternal outcomes such as postpartum hemorrhage, preeclampsia, and spontaneous abortion, and child outcomes such as respiratory issues, low Apgar scores, persistent pulmonary hypertension of the newborn, depression in children, and autism spectrum disorder; between quetiapine or olanzapine and gestational diabetes; and between benzodiazepine and neonatal intensive care admissions. Causality cannot be inferred from these studies. We found insufficient evidence on benefits and harms from comparative effectiveness studies, with one exception: one study suggested a higher risk of overall congenital anomalies (adjusted RR [ARR], 1.85; 95% CI, 1.23 to 2.78; N=2,608) and cardiac anomalies (ARR, 2.25; 95% CI, 1.17 to 4.34; N=2,608) for lithium compared with lamotrigine during first- trimester exposure. Conclusions. Few studies have been conducted in pregnant and postpartum women on the benefits of pharmacotherapy; many studies report on harms but are of low quality. The limited evidence available is consistent with some benefit, and some studies suggested increased adverse events. However, because these studies could not rule out underlying disease severity as the cause of the association, the causal link between the exposure and adverse events is unclear. Patients and clinicians need to make an informed, collaborative decision on treatment choices.

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