189
Arctic Yearbook 2014
in southern communities while children are in school, while men tend to pursue more mobile
traditional economic activities. In other areas, men out-migrate to earn incomes to supplement or
replace traditional sources of home support. Some researchers have concluded that indigenous
women are ‘dominating the realm of education in most of the Arctic’ (Johansson & Stenersen
Hovdenak 2004: 179-80). Integrating educational gains with community objectives is an important
developmental linkage, but treating women’s educational attainment as a problem without examining
whether education is undertaken to support traditional communities or replace lost sources of
support appears to be uncritical. The fact that preferences for male labour in resource industries
have broken some links between women’s paid and men’s traditional employments, and thus have
placed pressure on women to adapt through education, is not similarly problematized (Williamson et
al. 2004).
Labour Market Conditions
Women’s involvement in paid work has been found to promote gender equality in monetized
productive relations for two basic reasons: being involved in paid work actually changes how women
think about m Z