‘They won't take you as a man, as a real man’ why men can't teach young children in foundation phase

Moosa, Shaaista; Bhana, Deevia

doi:10.1080/13603116.2017.1390002

Cited by 16 publications

(26 citation statements)

References 33 publications

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“…The perception that teaching is "women's work" (i.e., a low-status career that is better suited to women) is also persistent in South Africa (Moosa & Bhana, 2018;Petersen, 2014). In this context, teaching is equated to childrearing (Bhana & Moosa, 2016;Petersen, 2014), and childrearing often falls solely to the mother or a female head of the household, with 42.50% of all children under the age of 5 years living without a biological father (Statistics South Africa, 2013).…”

Section: Male Primary School Teachers and "Women's Work"mentioning

confidence: 99%

“…In both contexts, the plight of the male teacher has become one in which their masculinity is policed, questioned, and scrutinized. For example, men who teach young children are frequently marginalized, and may be automatically viewed as effeminate or labeled "gay"-regardless of their masculinity or sexuality (Bhana & Moosa, 2016;Carrington & Skelton, 2003;Moosa & Bhana, 2018). Such social forces work to deter some men who choose to become primary teachers by assigning gender roles and sexual orientations that may not represent them as individuals.…”

Section: Male Primary School Teachers and "Women's Work"mentioning

confidence: 99%

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The Plight of the Male Teacher: An Interdisciplinary and Multileveled Theoretical Framework for Researching a Shortage of Male Teachers

McGrath

Moosa

Bergen

et al. 2019

The Journal of Men’s Studies

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In this article, four researchers from Australia and South Africa consider why it is important for primary schools to include both male and female teachers. The authors refute previous calls directed by public and political discourse, for male teachers to enhance boy’s educational outcomes or to act as role models or father figures. Instead, the authors present a theoretical framework that justifies calls for male teachers at four levels: the child level, the classroom level, the organizational level, and the societal level. While complex barriers may continue to limit male teacher representation, the authors hope that this interdisciplinary framework might stimulate further international scholarly discussions about the interactions between teacher-gender, education, and culture.

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Section: Male Primary School Teachers and "Women's Work"mentioning

confidence: 99%

Section: Male Primary School Teachers and "Women's Work"mentioning

confidence: 99%

The Plight of the Male Teacher: An Interdisciplinary and Multileveled Theoretical Framework for Researching a Shortage of Male Teachers

McGrath

Moosa

Bergen

et al. 2019

The Journal of Men’s Studies

Self Cite

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“…Existing scholarship points to multiple factors that may serve as barriers to male participation, including poor pay (Cook et al, 2017), working conditions (Andrew, 2015; McDonald et al, 2018), low status (Tennhoff et al, 2015; Yulindrasari and Ujianti, 2018) and limited career pathways (Cumming et al, 2015; Pirard et al, 2015). While these factors are barriers to the workforce participation of all educators, regardless of their gender, negative societal attitudes target men more specifically (Bhana, 2016; Hancock, 2012; Moosa and Bhana, 2018; Thorpe et al, 2018).…”

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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“…Indeed, there is a commonly found rhetoric found amongst teachers themselves that primary school teaching is boring, undemanding, and unchallenging (Bhana & Moosa, 2017b). This devaluation means that men entering primary teaching initiate a challenge to the traditional ideas of what is appropriate gender behaviour (Mistry & Sood, 2015;Moosa & Bhana, 2017a), so male primary teachers are often seen as not a 'real' man, or 'less' of a man (Sargent, 2000). Arguably, all these issues may be caused by one major factor; prevailing gendered stereotypes of what this work role entails, and the gendered characteristics assumed necessary to adequately perform said role.…”

Section: Teacher Gender and The Primary Schoolmentioning

confidence: 99%

“…Furthermore, men's numbers are not increasing in 'female' occupations, and in some countries, they are decreasing (McGrath & Van Bergen, 2017a). Because of gender stereotyping, men often feel deterred from taking up a wide range of occupations that are considered 'female' (Bhana & Moosa, 2016;Haines et al 2016;van der Vleuten, Jaspers, Maas & van der Lippe, 2016;Mistry & Sood, 2015;Moosa & Bhana, 2017aSimpson, 2004;Thornton & Bricheno, 2006;Vervecken, & Hannover, 2015;Williams, 1993). This trend is evident both in countries within and outside the European Union (Buschor et al, 2014;Cruickshank, Pedersen, Cooley & Hill, 2018;Huppatz & Goodwin, 2013;Skelton, 2009).…”

Section: Introductionmentioning

confidence: 99%

“Who can tell me what the product actually means, and Kate’s got the right answer-ish, let’s just tweak it…” Follow-up strategies in the U.K primary school classroom: Does teacher gender matter?”

McDowell¹

2019

Gender Women Stud

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Jobs are rarely seen as gender neutral but built on gendered stereotypes as to what they involve, and the gendered characteristics assumed needed to perform them. Despite an increase in the number of women entering 'male' workplaces, gendered occupational stereotypes continue to endure as they are so deeply entrenched within community. Furthermore, even with frequent government initiatives, men's numbers are not increasing in 'female' occupations such as teaching as these jobs persistent to be seen as only suitable for those with 'feminine' characteristics. Fewer than 15 percent of United Kingdom (U.K.) primary school teachers are male. De-stereotyping this work role is therefore of key importance as we need more qualified teachers in the U.K. To date, there has been relatively little research into the linguistic behaviour of men working in primary school teaching. To address this gap, this current paper focuses on men's discursive behaviour in the occupation of teaching in an attempt to begin to de-stereotype this profession through an exploration of how the job is actually performed through language to assess whether teacher gender affects teaching strategies utilised in the classroom. This paper reports on the qualitative findings from an exploratory case study that examines male and female primary school teachers' linguistic strategies in teacher-led class instruction. To provide empirical insights into how this work-role practice is performed,

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‘They won't take you as a man, as a real man’ why men can't teach young children in foundation phase

Cited by 16 publications

References 33 publications

The Plight of the Male Teacher: An Interdisciplinary and Multileveled Theoretical Framework for Researching a Shortage of Male Teachers

The Plight of the Male Teacher: An Interdisciplinary and Multileveled Theoretical Framework for Researching a Shortage of Male Teachers

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

“Who can tell me what the product actually means, and Kate’s got the right answer-ish, let’s just tweak it…” Follow-up strategies in the U.K primary school classroom: Does teacher gender matter?”

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