Male teacher shortage: black teachers’ perspectives

Differences? Similarities? Male teacher, female teacher: An instrumental case study of teaching in a Head Start classroom

“…Women are widely thought to be natural caregivers (Martino & Rezai-Rashti, 2010;Timmerman & Schreuder, 2008), and the culture of early childhood education is commonly considered not to be male friendly (Ashcraft & Sevier, 2006;Nelson & Shikwambi, 2010;Sumison, 2000): "It is … assumed that the female culture, associated with the profession, may be one of the most important pullfactors that prevent men from joining the caring workforce" (Vandenbroeck & Peeters, 2008, p. 705). And finally, concerns among parents about teacher sexual orientation, that many male teachers may be homosexual, are believed to be troubling to heterosexual male teachers, who may feel they must be "super-heroes" E-mail address: bob_bullough@byu.edu.…”

Waiting for Black Superman

“…Another study by Martino and Rezai-Rashti's (2010) set in a diverse school in Toronto used feminist, queer, and antiracist theory to explore an Afro-Caribbean teacher's stance on role modeling. The teacher, Elton, found that while he was initially supported by the school community, he felt pressured to live up to expectations that conflicted with his own beliefs about being a positive Black male role model.…”

Teaching boys in neoliberal and postfeminist times: Feminization and the question of re-masculinization in the education system and policy field

“…: 131) -in that it highlights the role of the media in setting the terms of reference that come to define the limits of thinking about male teachers and teaching boys in postfeminist times and within the policy-making context (Martino/Rezai-Rashti 2012a). Such truths are encapsulated by assertions and postulations that male teachers as role models and as a consequence of simply inhabiting sexed bodies can make a difference to boys' academic achievement and overall schooling experiences, in spite of lack of any evidence to support such claims (Neugebauer et al 2011;Driessen 2007;Holmlund/Sund, 2008).…”

“…I draw attention to mediagenerated discourses in their capacity to fuel and drive a moral panic that has consequences in terms of influencing the direction of policy-making in education, in spite of the lack of evidence to support these claims about the supposed potential of male teachers in terms of their capacity to produce better educational and social outcomes for boys in schools (Holmlund/Sund 2008;Neugebauer et al 2010; Sokol/Katz/Chaszewski/Wojcik 2005). In addition, I draw attention to the need for what Rizvi and Lingard (2010) have identified as "an historically informed reflexivity in the education policy field" (p. 51), which I argue is essential with regards to providing a more informed empirical and theoretical basis for addressing the influence of male teachers in primary and elementary schools, as set against an historical analysis of the dy-namics and politics of gender relations in the teaching profession (Blount 2005;Martino 2008;Martino/Rezai-Rashti 2012a). I also situate the need for such critical analysis in response to addressing the problem of male teachers and their role in the teaching of boys within a broader neoliberal and postfeminist context in which educational panic over ‚failing boys' has led to a re-framing of what is to count as equity in education (Martino/Rezai-Rashti 2012b;Ringrose 2007).…”