Introduction

Brody, David L.; Emilsen, Kari; Rohrmann, Tim; Warin, Jo

doi:10.4324/9781003048473-2

Cited by 3 publications

(7 citation statements)

References 1 publication

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“…Moss’s assertion coalesces with social role theory which posits that when an occupation is predominantly comprised of one gender, it is mistakenly believed to be because that gender possesses innate qualities that make it optimally suited for that occupation (Clow et al, 2014 ). Currently the ECEC sector, both within Ontario (Ontario Coalition for Better Child Care, n.d.) and abroad (Brody et al, 2021 ; Reich-Shapiro et al, 2020 ), is predominantly comprised of females, reasserting dominant discourse that care is innate to women. This not only devalues the professional capacity of women, but arguably also men who are employed in the sector.…”

Section: Discussionmentioning

confidence: 99%

“…In this it is obligatory that pedagogical leaders remain mindful and intentional about the lower job satisfaction that is reported in some countries to be higher for males than females, inclusive of wages, team collaboration, promotion, professional development, and overall organizational climate (Sahin & Ramazan, 2015 ), so that these retention barriers can be addressed and remedied. Perhaps looking to Norway, given it possesses the globes highest rate of males employed in the early years workforce (Brody et al, 2021 ), is a fitting starting point for continued examination of this complex dilemma.…”

Section: Discussionmentioning

confidence: 99%

“…This disapproval is communicated covertly as “it’s more looks than what they say” (Rolfe, 2006 , p. 111) and most readily applies to parental perceptions (Hedlin et al, 2019 ; Rolfe, 2006 ; Sargent, 2004 ). This amplified monitoring plausibly holds male ECECs to a heightened standard of performance, which is troubling given the already existing low retention rates of males in the sector (Brody et al, 2021 ; Foster & Newman, 2005 ; Okeke & Nyanhoto, 2021 ). Consistent with this is Sak’s ( 2018 ) postulation that male ECECs experience higher levels of organizational cynicism and occupational dissatisfaction than their female colleagues, resulting in burnout.…”

Section: Literature Reviewmentioning

confidence: 99%

“…This occupational dissatisfaction, coupled with the unfavourable consequences of burnout, calls for notice especially provided literature is meagre in this domain of study. Brody et al ( 2021 ) advise that this “gap in research calls for an international perspective” (p. 7), on the grounds that this critical area of study holds significant implications for the ECEC workforce across the world. As such, this research sought to garner the gender-situated voices of men who work in the early years profession with the objective to contribute to a Canadian context.…”

Section: Literature Reviewmentioning

confidence: 99%

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Procuring Gender-Situated Voices of Male Early Childhood Professionals in Canada

Bonnett

Wade

2022

IJEC

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Across the globe the prevalence of men who work in the early education and care field is scant. This phenomenon is evidenced in the Canadian childcare milieu where male early childhood professionals constitute a modest fraction of the sector. At the nucleus of this are gender-situated scrutinization, role model binaries, and adverse occupational outcomes. Subsequently a Qualitative Intrinsic Case Study, rooted in a Social Constructivist Philosophical Paradigm, was applied to secure the voices of men who work in Ontario, Canada. Novel to findings of this study are the heterogenous reactions of family and friends, male role model disharmony, strategies adopted by participants to self-protect and avoid speculation, forgotten child voices, and nuances affiliated with working in a care profession. Participants of this study urge other male early years professionals and communities to intentionally probe this domain of study, with the aim to bolster male participation in the sector.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Procuring Gender-Situated Voices of Male Early Childhood Professionals in Canada

Bonnett

Wade

2022

IJEC

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“…(2000) in America, Brody et al. (2020) in Switzerland, the USA, the Netherlands, Israel, the UK, and Norway, and Johannesson et al. (2022) in Iceland.…”

Section: Introductionmentioning

confidence: 99%

‘If you're a male primary teacher, there's a big “why are you doing that? What is wrong with you?”’ Gendered expectations of male primary teachers: The ‘double bind’

McDowell

2023

Sociology Compass

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The underrepresentation of men in non‐traditional fields of work is often attributed to essentialist gendered beliefs that associate such roles exclusively with women. This phenomenon is not limited to any specific country but is observed worldwide. Moreover, male teacher drop‐out rates remain a consistent issue. This article examines the detrimental impact of gendered expectations of masculinity on male primary teachers through interviews conducted with both male and female teachers in the UK. It argues that men in this occupation face a ‘double bind,’ being judged for conforming to hegemonic masculine norms while also facing judgement for deviating from them. All male teachers interviewed expressed feeling the pressure of gendered expectations, which primarily stem from one central misconception fuelled by traditional conceptions of gender; that the occupation is unsuitable for men. As a result, men who enter the profession encounter challenges not only related to their gender but also their sexuality and their sense of professional identity as teachers. Addressing the damaging role of gender beliefs is crucial in promoting the numerical representation of men in the teaching profession.

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Leadership in Australia’s early childhood workforce policy: Silences and ambiguities as missed opportunities

White

2023

Australasian Journal of Early Childhood

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This paper explores how leadership is addressed within Australia’s National Children’s Education and Care Workforce Strategy (ACECQA, 2021). The Workforce Strategy has been widely welcomed, arriving at a time of unprecedented workforce pressures in the early childhood education and care (ECEC) sector. Yet, on close examination there appears an absence of focus on leaders as a distinct group within the ECEC workforce. Considering leadership is unequivocally central to retaining and sustaining early childhood educators, this absence of focus is noteworthy. First, the paper unpacks what is currently known about ECEC leadership. Then, how leadership in the policies under consideration is constructed as a problem in relation to quality and capability. Next, silences and ambiguities in how the strategy addresses the retention of leaders and their wellbeing is discussed. Ultimately it is argued that we need more understanding of the experiences of leaders as a distinct subset of the ECEC workforce.

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Introduction

Cited by 3 publications

References 1 publication

Procuring Gender-Situated Voices of Male Early Childhood Professionals in Canada

Procuring Gender-Situated Voices of Male Early Childhood Professionals in Canada

‘If you're a male primary teacher, there's a big “why are you doing that? What is wrong with you?”’ Gendered expectations of male primary teachers: The ‘double bind’

Leadership in Australia’s early childhood workforce policy: Silences and ambiguities as missed opportunities

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