Purpose: Grounded in the occupational socialization theory, this study explored how gender interacted with and influenced socialization experiences in the careers of South Korean female physical educators. Specific attention was directed toward the gendered experiences that female teachers experienced and the coping strategies to navigate them. Methods: The study adopted a qualitative case study design, and the participants were 15 female secondary school physical educators. Data were collected through life story timelines, critical incident writings, and individual interviews. Results: Four themes emerged: (a) unwelcomed and invisible; (b) experiencing a physicality-driven hierarchy; (c) dual marginalization as female physical educators; and (d) retreating, masking, redefining, or leaving to cope with challenges. Discussion/Conclusions: The findings indicated that female physical educators experienced being dual-marginalized due to the interplay between gender and subject matter. In response to the challenges, some conformed to their gender role to be safe; however, other teachers employed various strategies to overcome the status quo.

目的：本研究以职业社会化理论为基础，探讨了性别如何与韩国女性体育教育工作者的职业生涯中的社会化经历相互作用并产生影响。特别关注的是女教师所经历的性别经历以及应对这些经历的策略。方法：本研究采用定性案例研究设计，研究对象为15名女中学体育教师。数据是通过生活故事时间表、重大事件写作和个人访谈收集的。结果：出现了四个主题：(a) 不受欢迎和不可见； (b) 体验物理驱动的等级制度； (c) 作为女性体育教育者的双重边缘化； (d) 撤退、掩盖、重新定义或离开以应对挑战。讨论/结论：研究结果表明，由于性别和主题之间的相互作用，女性体育教育工作者经历了双重边缘化。为了应对挑战，一些人为了安全而遵守自己的性别角色；然而，其他教师采取了各种策略来克服现状。