Abstract
This presentation examines the heavy burden of vocal issues and stress amongst educators in the Southern Tier of New York. Teachers are deemed one of the most at-risk groups of people for contracting vocal disorders according to the International Labor Organization (Araújo et al. 2008). Female teachers are disproportionately affected by vocal issues as caused by both biological and sociocultural factors. This disproportion then translates into their teaching, which then in turn affects their students’ learning and their job satisfaction. By incorporating evidence from articles, personal correspondence, and formal interviews with educators of various concentrations, this study demonstrates that teachers suffer from both a pattern of self-blame and an overall lowered quality of life revolving around their vocal disorders. It argues for the incorporation of education an awareness on vocal hygiene within educator’s preparatory training and through their teaching career. These are particularly evident in the lack of dialogue and knowledge about vocal discomfort within college preparation and career, which creates a lack of awareness in understanding what the symptoms of occupational dysphonia are. These together enforce feelings of self-doubt and blame in teaching capability and lowers job satisfaction, culminating into a lowered quality of life.
Recommended Citation
Cervoni, Peighton
(2024)
"The Silent, Spoken Stress: How a Lack of Dialogue Perpetuates Vocal Issues and Lowered Quality of Life in Educators,"
Proceedings of GREAT Day: Vol. 15, Article 2.
Available at:
https://knightscholar.geneseo.edu/proceedings-of-great-day/vol15/iss1/2