Choosing to Teach: Perceptions of Male Preservice Teachers in Early Childhood and Elementary Education

Stroud, James C.; Smith, L. Douglas; Ealy, Lenore T.; Hurst, Rosemary

doi:10.1080/0300443001630104

Cited by 39 publications

(30 citation statements)

References 2 publications

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“…Of these, some implied that a more balanced workforce would offer an antidote to prevailing gender stereotypes, while others thought that men teachers provided much-needed male 'role models' or 'father figures' in primary schools, or that they related better to boys because of shared cultural or sporting interests. In addition, a number of female interviewees echoed the findings of previous research (e.g., Stroud et al 2000) when they underlined the specific contribution of male primary teachers to the maintenance of discipline in schools. The following remarks are illustrative of the range of responses: Both male and female participants alike commented on the feminized culture of primary schools.…”

Section: Responses To Feminizationmentioning

confidence: 73%

“…Indeed, there is a considerable body of evidence from England and Scotland to show that overall performance of boys not only tends to be lower than girls across the curriculum, but that the gender gap in achievement is particularly pronounced in language-based subjects (e.g., Carrington, Tymms, and Merrell 2005;Forde et al 2006). Concerns about boys' underachievement have also been voiced in other parts of Europe (e.g., Van der Gaer et al 2006), Australia (e.g., Mills, Martino, and Lingard 2007), Canada (Sokal et al 2007), Argentina (Fishman 2007) and the United States (Stroud et al 2000). There continues to be much speculation about the specific social and cultural factors that may give rise to gender differences in educational outcomes (e.g., Tinklin et al 2001;Van Houtte 2004).…”

Section: Introductionmentioning

confidence: 94%

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Boys' ‘underachievement’ and the feminization of teaching

Carrington

McPhee

2008

Journal of Education for Teaching

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In England, Scotland and other countries, policy-makers often depict the targeted recruitment of men to the teaching profession as a panacea for male underachievement and disaffection from school. It is commonly assumed that the gender gap in achievement stems from the dearth of male role models in teaching, especially at primary level. Giving particular attention to recent literature on the influence of teacher gender on classroom interaction and educational outcomes, the paper begins by scrutinizing the policy's evidence-base. We move on to examine the findings of a qualitative study conducted in English primary schools. Drawing upon data from semi-structured interviews with teachers of 7-to 8-year-olds (25 men, 26 women), an attempt is made to assess their responses to the policy of targeted male recruitment and perceptions of the benefits of same-gender matching.

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Section: Responses To Feminizationmentioning

confidence: 73%

Section: Introductionmentioning

confidence: 94%

Boys' ‘underachievement’ and the feminization of teaching

Carrington

McPhee

2008

Journal of Education for Teaching

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“…King 1998, Havung 2000, Barnard et al 2000, Stroud, Smith, Ealy & Hurst 2000, Cooney & Bittner 2001Nordberg, 2005;Cushman 2005;Sumsion 2005;Peeters 2007;Baagöe-Nilsen, 2008, Johnson 2011, Warin & Gannerud, 2014, Brownhill et al, 2015 but not as much has been done on men in preschool teacher training programmes. However, some international research has been done, although very little in a Swedish context (Havung, 2000, Stroud et al, 2000, O'Lynn, 2004, Nordberg, 2005, Hellman, 2010, Hedlin & Åberg 2013. Sumsion (2000a) shows that the men in her study wanted to make a difference by showing other ways of being male than the stereotypical male image.…”

Section: Literature Reviewmentioning

confidence: 99%

Male preschool teacher students negotiating masculinities: a qualitative study with men who are studying to become preschool teachers

Heikkilä

Hellman

2016

Early Child Development and Care

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Male preschool teacher students negotiating masculinities: a qualitative study with men who are studying to become preschool teachers.Early Child Development and Care, 187 (7) AbstractThe overall interest is to understand how men who study preschool teaching negotiate masculinities. Earlier research shows how male teachers negotiate masculinities when being in and entering a predominantly feminine work area, such as early childhood education (see for example Simpson 2014, Brody 2015, Pirard, Schoenmaeckers & Camus 2015. It this article Connell's notion on hegemonic masculinity is reflected on in terms of negotiation. Semi-structured interviews with three main questions were conducted with 38 men attending the preschool teacher training programmes at three Swedish universities/university colleges. The result show two main themes for negotiation that were called 'Becoming and being a 'breaker'' and 'Coping with sticking out'. These themes and their content are presented and discussed in the article.Keywords: masculinities, male student, negotiation, preschool, early childhood education, gender IntroductionThe overall interest is to understand how men who study preschool teaching negotiate masculinities. Specifically, our aim is to analyse and explore how this negotiation is expressed through how the challenges male preschool teacher students express concerning their studies and their future profession. We will argue that these challenges relate to the conflict between how to display critical hegemonic masculinity while simultaneously being a professional preschool teacher. Further, we will argue that this conflict is demonstrated by the way these men express their position as a minority group and the expectations associated with that, while at the same time they 'break' certain male norms or notions how to be real men. These statements are discussed in this article.

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“…There is a great deal of international research concerning men in preschools (see Åberg & Hedlin, 2015;Barnard et al, 2000;Brody, 2015;Brownhill, Warin, & Wernersson, 2016;Cooney & Bittner, 2001;Cushman, 2005;Havung, 2000;Heikkilä, 2016;King, 1998;Mistry & Sood, 2013;Peeters, 2007;Stroud, Smith, Ealy, & Hurst, 2000;Sumsion, 2000). Several studies (e.g.…”

Section: Introductionmentioning

confidence: 99%

Changing the gender balance in preschools: an analysis of active work carried out by seven Swedish municipalities

Heikkilä

2018

Education Inquiry

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The focus of this study is to examine seven municipalities that, in different ways, are working to recruit more men to work in preschools. The aim of the study is to identify different ways of working to recruit more men to work in preschools and to effect a change in the gender imbalance among the working staff in preschools. Relational agency is used as a conceptual tool in the analysis together with theories of organisational learning and change. The result is that municipalities use initiatives, one-dimensional processes or multi-dimensional processes when organising the change. These three ways of working characterise the work carried out. The work performed can in some cases be a mixture of all three, or at least comprise the first two-initiatives and onedimensional processes. This shows how municipalities address the issue differently and the fact that the type of agency they take and are prepared to take-or the conditions needed to succeed-all differ. There is a great deal of variation in the work performed across the municipalities. One can discuss whether the municipalities more committed to change are also those more willing to have multi-dimensional processes.

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Choosing to Teach: Perceptions of Male Preservice Teachers in Early Childhood and Elementary Education

Cited by 39 publications

References 2 publications

Boys' ‘underachievement’ and the feminization of teaching

Boys' ‘underachievement’ and the feminization of teaching

Male preschool teacher students negotiating masculinities: a qualitative study with men who are studying to become preschool teachers

Changing the gender balance in preschools: an analysis of active work carried out by seven Swedish municipalities

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