Breaking through the glass doors: men working in early childhood education and care with particular reference to research and experience in Austria and New Zealand

Koch, Bernhard A.; Farquhar, Sarah

doi:10.1080/1350293x.2015.1043812

Cited by 28 publications

(14 citation statements)

References 14 publications

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“…As we will see, a value for variety within the job was articulated as a source of job satisfaction for the men. These views resonate with research that finds enjoyment of staff banter in mixed gender teams (Burn and Pratt-Adams 2015) and that women welcome men as co-workers (Cremers et al, 2010 cited in Koch andFarquhar, 2015).…”

Section: Predominantly Enjoy Working With Other Men In This Nurserysupporting

confidence: 57%

Conceptualising the value of male practitioners in early childhood education and care: gender balance or gender flexibility

Warin

2017

Gender and Education

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Section: Predominantly Enjoy Working With Other Men In This Nurserysupporting

confidence: 57%

Conceptualising the value of male practitioners in early childhood education and care: gender balance or gender flexibility

Warin

2017

Gender and Education

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“…Kanter (1993) viser til at der et kjønn er underrepresentert, vil det tre frem mekanismer der den marginaliserte gruppen ikke blir sett som enkeltindivider, men blir oversynlig og gjerne tildeles stereotype roller og arbeidsoppgaver. Det er også satt fokus på hvordan menn må forhandle og forsvare sin maskuline identitet, saerlig i yrker der det er få menn (Brody, 2015;Koch & Farquhar, 2015). Warin (2018) skriver om hvordan menn konstruer sin maskulinitet i arbeid med de yngste barna.…”

Section: Frafall Blant Studenter I Høyere Utdanning Og Barnehagelaereunclassified

Gutter (menn) som slutter – om frafall i barnehagelærerutdanningen

Emilsen

Lysklett

Nordli

2020

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Det er få menn som jobber med omsorg for de minste barna, både internasjonalt og nasjonalt. Et uttalt mål er å få flere menn til å velge utdanning som barnehagelærer. Nasjonalt er det høyt frafall fra barnehagelærerutdanningen, særlig blant menn. Hovedfokus i denne artikkelen er frafall fra barnehagelærerutdanningen ved DMMH satt i et kjønnsperspektiv. Tre kull studenter på barnehagelærerutdanningen (bachelor, heltid) har svart på spørreskjema om frafall etter første praksisperiode i første studieår. Noen av studentene som har sluttet, har sendt inn et nettbasert skjema om oppsigelse av studieplass, og et lite utvalg av disse studentene er intervjuet. Mange studenter oppgir positive tilbakemeldinger på valg av studie, flere menn enn kvinner. Kjennskap til barnehagelæreryrket før studiestart ser ut til å være en viktig faktor for rekruttering til studiet. Dette påvirker også motivasjonen for barnehagelærerstudiet, både ved studiestart og senere i studiet. Frafallet fra studiet er størst etter første semester, men øker utover i studieforløpet. Menn slutter i noen grad oftere enn kvinner, og den viktigste grunnen som oppgis, er feil studievalg.

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“…Furthermore, it is associated with pitiable or unfavourable pay and opportunities for one to be promoted (Clyde 1994) and some say it is "boring, hassle causing, stressful or requires too much patience" and is therefore not a profession for men (Drury 2008, 314). As Koch and Farquhar (2015) observe, the idea of men working in lower grades is often met with people funnily and negatively joking about it as it goes against social stereotype.…”

Section: Perceived Gender Stereotypical Views About Foundation Phase mentioning

confidence: 99%

Demystifying foundation phase teaching: Male student teachers’ motivation to enroll for B.ED. degree in foundation phase at a rural university

Ravhuhali

Mashau²,

Lavhelani³

et al. 2019

SAJHE

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Female teachers have historically been associated with teaching profession at the Foundation Phase (FP). It is a societal belief that female teachers provide motherly love and care and are naturally soft towards infants compared to their male counterparts. This article explores a new trend that is developing at a rural university where male student teachers are increasingly enrolling for a Bachelor of Education programme where they specialise in the foundation phase (FP) teaching. The article gathered male student teachers' views for choosing teaching in the foundation phase as a career at a rural university in Limpopo Province. This qualitative case study adopted a purposive sampling procedure to sample sixteen (16) male first year B.Ed. Foundation Phase student teachers to complete open-ended questions. Content analysed data reveal that even though male student teachers were intrinsically and altruistically motivated and positive about their FP career choice and hope to demystify FP teaching, a few of them admitted that FP was a default career choice. A longitudinal cohort study is recommended in order to decipher the motivations, experiences and career paths of male FP teachers.

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Breaking through the glass doors: men working in early childhood education and care with particular reference to research and experience in Austria and New Zealand

Cited by 28 publications

References 14 publications

Conceptualising the value of male practitioners in early childhood education and care: gender balance or gender flexibility

Conceptualising the value of male practitioners in early childhood education and care: gender balance or gender flexibility

Gutter (menn) som slutter – om frafall i barnehagelærerutdanningen

Demystifying foundation phase teaching: Male student teachers’ motivation to enroll for B.ED. degree in foundation phase at a rural university

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