Questioning methodologies in research on men in ECEC

Rohrmann, Tim; Brody, David L.

doi:10.1080/1350293x.2015.1043814

Cited by 17 publications

(8 citation statements)

References 12 publications

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“…Reporting of unfavourable attitudes towards male ECEC colleagues may be subject to social desirability biases, given that such attitudes run counter to recent social advocacy for men in ECEC (Organisation for Economic Co-operation and Development, 2019), workplace rules (Thorpe et al, 2018) and common interpersonal etiquette (Tourangeau et al, 2019). In the context of a face-to-face interview about men’s place in ECEC, it is possible that female educators may mask any reticence in order to protect themselves from potential judgements (Pruit, 2015; Rohrmann and Brody, 2015). In other contexts, interviewees have been found to voice their own beliefs as the perspectives of others in order to avoid judgement (Maio and Augoustinos, 2005).…”

Section: Introductionmentioning

confidence: 99%

Beliefs and attributions: Insider accounts of men’s place in early childhood education and care

Sullivan¹,

Coles

et al. 2020

Contemporary Issues in Early Childhood

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Theoretical perspectives, and a large body of empirical research examining sex-segregated occupations, identify the attitudinal barriers of the majority as pivotal for both workplace well-being and the retention of minorities. Globally, where more than 90% of the early childhood education and care workforce is female, understanding the attitudes of the majority is critical in informing actions to sustain men’s participation. So too are female educators’ understanding, acceptance and responses to the attitudes of other key stakeholders. The extent to which decisions in the workplace reflect personal, organisational or parent perspectives is not well understood. In this study, the authors analyse interview data from the female majority to distinguish personal voice and attributed beliefs regarding the inclusion of men in the early childhood education and care workplace. They analyse interview data from 96 women working as educators in a representative sample of long-day-care and kindergarten services in Queensland, Australia. The analyses suggest that the view of male educators as assets was claimed, while concerns about risk or competency were typically attributed to others. Attributed views were not often contested, but instead accepted or excused. The findings suggest that while the inclusion of men in the early childhood education and care workforce is explicitly accepted by female colleagues, actions within the workforce may be influenced by the attitudes of those outside or by latent personal attitudes distanced by positioning as the voice of others.

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Section: Introductionmentioning

confidence: 99%

Beliefs and attributions: Insider accounts of men’s place in early childhood education and care

Sullivan¹,

Coles

et al. 2020

Contemporary Issues in Early Childhood

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“…For example Rohrmann and Brody, (2015) are critical of empirical gender research that does not include explicit self-reflection on gender bias. The research team who undertook this study included one female researcher (the author) and one male researcher.…”

Section: Methodology In the Case Study Of Acorns Nurserymentioning

confidence: 99%

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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“…First, with the disappointing progress of government initiatives to encourage men's participation in ECEC in Western societies, researchers are reexamining why men are still scarce in this sector (Peeters 2013;Peeters, Rohrmann, and Emilsen 2015). Second, Rohrmann and Brody (2015) reviewed the methodologies used in research on men in ECEC, noting methodological variability including contradictory findings about men's contributions to ECEC. Three, scholarly literature about the importance of including men in ECEC has continued to flourish, and the inclusion of a particular focus on cultural discourses is applauded (Brody 2014;Brownhill 2015;Peeters, Rohrmann, and Emilsen 2015;Rohrmann and Emilsen 2015).…”

Section: Introductionmentioning

confidence: 99%

An exploratory study of gender and male teachers in early childhood education and care centres in China

Waniganayake

2017

Compare: A Journal of Comparative and International Education

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An exploratory study of gender and male teachers in early childhood education and care centres in China This paper explores the impact of gender on the employment of men in early childhood education and care (ECEC) centres through the voices of male and female Early Childhood Teachers (ECTs) working in China. Gender imbalance in the ECEC workforce is a global phenomenon, and little has been researched about it in countries such as China. This study was based on online interviews with 16 ECTs from three major cities in China. Findings indicated that ECTs' perceptions conformed largely with traditional gender stereotypes in Chinese culture. Western expectations that men's participation in ECEC could challenge traditional gender stereotypes and promote gender diversity were not reflected in either Chinese academic literature reviewed or the participants' views captured in this research. The appreciation of masculinity in Chinese culture and implied disadvantages are considered within a global context of empowering women and girls.

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Questioning methodologies in research on men in ECEC

Cited by 17 publications

References 12 publications

Beliefs and attributions: Insider accounts of men’s place in early childhood education and care

Beliefs and attributions: Insider accounts of men’s place in early childhood education and care

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

An exploratory study of gender and male teachers in early childhood education and care centres in China

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