Why are there still so few men within Early Years in primary schools: views from male trainee teachers and male leaders?

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

“…These conclusions have implications for initial training, mentoring and continuing development of ECEC practitioners. Mistry and Sood (2013) emphasize the importance of mentoring for male trainees entering the ECEC profession, a strategy that is linked to the rise of single sex, male, support groups. At the present time, gender sensitisation is occurring implicitly within such groups which are set up in some institutions to bolster men's progress through training.…”

Demystifying foundation phase teaching: Male student teachers’ motivation to enroll for B.ED. degree in foundation phase at a rural university

“…One of the reasons why they may not have wanted to teach at Foundation Phase could either be that society still views males teaching early year classes suspiciously. This discourages those who might be thinking of entering the profession (Mistry and Sood 2015). Mashiya (2014) indicates that in various communities, having a male Foundation Phase teacher is rare.…”

The Challenges Faced by Male Primary Teachers

“…She acknowledged in her 2007 article that predominantly using her own previous studies (e.g., Cushman, 2005a, Cushman 2005b) for this literature review might have limitations; therefore in the following section I incorporated a more robust representation of the national and international literature in this area. This literature review will include more contemporary research findings that might have emerged since Cushman's work was published (e.g., Brownhill, 2014;Burn & Pratt-Adams, 2015;McGrath & Sinclair, 2013;Mistry & Sood, 2015;Skelton, 2011;White, 2011). More specifically, I examined the societal perceptions of male primary teachers before scrutinising how schools perpetuate these gendered beliefs and roles.…”