Why don’t more boys want to become teachers? The effect of a gendered profession on students’ career expectations

Han, Seong Won; Borgonovi, Francesca; Guerriero, Sonia

doi:10.1016/j.ijer.2020.101645

Cited by 14 publications

(8 citation statements)

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“…Studies point that the reasons that lead men to choose careers in teaching are generally similar to women. One of these known reasons refers to the noble aspects of teaching such as contributing to society, helping children develop, and sharing knowledge (Han, Borgonovi, & Guerriero, 2020;Richardson, 2011;Thornton, Bricheno, & Reid, 2002). Focusing on the males, Keck, Berweger, and Bieri (2017) found out that an interest in dealing with children and having encounters working with children add to the chance of males deciding to take up a teacher education program.…”

Section: Discussionmentioning

confidence: 99%

Thorns amongst Roses? Lived Experience of Philippine Male College Students Aspiring to Become Professional Elementary Teachers

Cahapay

2021

2641-533X

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There is a noticeable under-representation of the male gender particularly in the field of elementary teacher education. The main aim of this paper is to understand the lived experience of male college students aspiring to become professional elementary teachers. As phenomenological research, it involved six purposively selected male students enrolled in a predominantly female elementary teacher education program in a Philippine university. The data were gathered through online interviews and analyzed based on a phenomenological analysis framework. The following themes emerged: 1.) We hear discouraging stereotypes about teaching; 2.) We are passionate about educating the young ones; 3.) We feel that awkward moment in a room of females; and 4.) We have an inclusive learning environment. These themes are based on the individual textural and structural descriptions and form the basis for the composite textural and structural descriptions of the phenomenon of interest. This paper confirms the experiences encountered by males in the formal teaching career stage as relative to experiences received by males in the early stage of the teacher preparation. It also identifies factors that encourage males to enter elementary teacher education as a field of study, providing practical insights for designing a more inclusive program.

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Section: Discussionmentioning

confidence: 99%

Thorns amongst Roses? Lived Experience of Philippine Male College Students Aspiring to Become Professional Elementary Teachers

Cahapay

2021

2641-533X

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“…Numerous studies have investigated factors determining gender differences in attitudes, educational and occupational expectations, and subject-specific self-beliefs among students (Correll, 2001; Olsson & Martiny, 2018; Wang & Degol, 2017). For example, educational psychologists have investigated the degree to which gender-incongruent role models (e.g., female engineers and scientists or male teachers) can reduce gender stereotypes and promote counter-stereotypical aspirations and behaviors, such as STEM educational and career aspirations among girls (Cheryan et al, 2011; González-Pérez et al, 2020; Sonnert et al, 2007) or teaching career aspirations among boys (Han et al, 2020). One of the ways in which societal-level gender equality could shape gender gaps in collaborative problem solving is by influencing the roles men and women currently play in society.…”

Section: Past Research and Hypothesesmentioning

confidence: 99%

“…This is arguably more consequential in domains in which gender gaps are in favor of girls/women. There is evidence that although women have made gains in entering fields in which they were traditionally underrepresented, men's progress in entering fields in which they were traditionally underrepresented has been slower (Friedman, 2015), and less attention has been devoted to studying this (Han et al, 2020). As such, it might be important to complement the widely used gender equality indicators in research on gender gaps in education that reflect women's empowerment with indicators that reflect the context experienced by both men and women.…”

Section: Past Research and Hypothesesmentioning

confidence: 99%

Gender differences in collaborative problem-solving skills in a cross-country perspective.

Borgonovi¹,

Han²,

Greiff³

2023

Journal of Educational Psychology

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Effective collaborative problem solving comprises cognitive dimensions, in which men tend to outperform women, and social dimensions in which women tend to outperform men. We extend research on between-country differences in gender gaps by considering collaborative problem solving and its association with two indicators of societal-level gender inequality. The first indicator reflects women's underrepresentation in the labor market and politics. The second reflects women's underrepresentation in stereotypically masculine fields and men's underrepresentation in stereotypically feminine fields among university students. We use cross-country evidence on collaborative problem-solving skills among 15-year-old students from 44 countries (N = 343,326) who participated in the 2015 Programme for International Student Assessment (PISA). Girls outperform boys in collaborative problem solving in all countries. Gender gaps in collaborative problem solving in favor of girls are less pronounced in countries where women are especially underrepresented in the labor market and politics but more pronounced in countries where men and women are more likely to conform to gender stereotypes in selecting a field of study at university. Societal-level gender equality plays a bigger role in explaining betweencountry differences in achievement in domains with a gender gap in favor of girls-such as collaborative problem solving and, to a lesser extent, reading-and a smaller role in explaining between-country differences in achievement in domains with a gender gap in favor of boys-such as mathematics. Educational Impact and Implications StatementThis work examines gender gaps in collaborative problem solving in the teenage years in the 2015 PISA. Girls outperform boys in collaborative problem solving in all countries in the study. At the country level, the size of the gender gap depends on societal-level gender equality, although associations depend on how societal-level gender equality is operationalized. The gender gap in favor of girls is wider in countries in which women have more equal opportunities compared with men in the labor market and politics. In contrast, the gender gap in favor of girls is smaller in countries in which men are more likely to enroll in fields of study at university where men are underrepresented and women are more likely to enroll in fields in which they are underrepresented-that is, where, for example, women are more likely to enroll in engineering and men are more likely to enroll in teaching programs. Societal-level gender equality measures explain gender gaps in domains in which girls outperform boys-such as problem solving and reading-more than in domains in which boys outperform girls-such as mathematics.

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“…Con relación al estudio de posibles diferencias según el sexo de los participantes, el hecho de que se observen diferencias significativas en varones en cuanto a la percepción de su habilidad para enseñar permite valorar la conveniencia de este tipo de programas a la hora de establecer políticas para atraer más varones a la profesión docente, que es una línea de investigación de destacada actualidad (Han et al, 2020). Por otra parte, el hecho de puntuar más bajo la falta de consideración profesional tras el desarrollo del programa tanto en varones como en mujeres (aun siendo una experiencia muy limitada en tiempo e intensidad), puede suponer en los participantes un cambio de percepción hacia una mayor consideración del prestigio de esta profesión, uno de los objetivos de este programa que sí se habría logrado a la luz de los resultados del estudio.…”

Section: Discusión Y Conclusionesunclassified

“Conoce el atractivo de la profesión docente”: Impacto de un programa de orientación profesional dirigido a estudiantes de Bachillerato

Muñoz

Llorente²,

Gratacós³

et al. 2022

Rev. invest. educ.

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This article addresses the design and impact of the development of an innovative program, "Get to know the attractiveness of the teaching profession", whose aim is to help participants to identify their interests and competences in relation to teaching. Between 2012 and 2019, seven editions have been developed, involving 303 high-school students from 15 schools of the Community of Madrid. The program intends to improve both the students’ decision-making process and their perception of the teaching profession by means of the collaboration between educational institutions (universities and high schools). The program consists of three phases: a seminar held at the university with several sessions to stimulate the reflection and training of the participants, the development of an in-class teaching-learning experience held in the school context and, finally, the assessment of the participant’s experience, plus feedback on their development. In addition, the program has been enriched by a research process focused on the motivations and perceptions of high-school students about the teaching profession through the implementation of the Factors Influencing Teaching Choice scale (FIT-Choice) before and after the program. The outcomes show significant differences in the results obtained after the program in motivational factors such as perceived ability and social influences, as well as in perceptual factors like salary and social status. Este artículo presenta el sentido, diseño e impacto de un programa innovador de orientación profesional, “Conoce el atractivo de la profesión docente”, cuya pretensión es ayudar a los participantes a identificar sus intereses y competencias en relación con la docencia. Entre 2012 y 2019 se han llevado a cabo siete ediciones, implicando a 303 estudiantes de Bachillerato de 15 centros educativos de la Comunidad de Madrid. El programa busca favorecer la toma de decisiones y mejorar la percepción de la profesión docente a través de la colaboración entre instituciones educativas (universidad y centros de educación secundaria). Consta de tres fases concatenadas: jornada celebrada en la universidad con diversas sesiones para estimular la reflexión y formación de los participantes, desarrollo de una experiencia de enseñanza-aprendizaje en el aula llevada a cabo en el contexto escolar y, finalmente, valoración de la experiencia y feedback al participante sobre su desarrollo. Para evaluar el impacto del programa se han evaluado las motivaciones y percepciones de los participantes sobre la profesión docente a través de un diseño pretest-postest. El cuestionario utilizado ha sido Factors Influencing Teaching Choice (FIT-Choice) validado internacionalmente. Los resultados obtenidos demuestran la eficacia del programa con relación a los factores motivacionales y percepcionales. Existen diferencias significativas respecto a la mejora de la habilidad percibida por los propios participantes tras llevar a cabo el programa, la consideración que le otorgan a la influencia social que tiene la figura del profesor, y la percepción en referencia al salario y el estatus social de los docentes.

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Why don’t more boys want to become teachers? The effect of a gendered profession on students’ career expectations

Cited by 14 publications

References 40 publications

Thorns amongst Roses? Lived Experience of Philippine Male College Students Aspiring to Become Professional Elementary Teachers

Thorns amongst Roses? Lived Experience of Philippine Male College Students Aspiring to Become Professional Elementary Teachers

Gender differences in collaborative problem-solving skills in a cross-country perspective.

“Conoce el atractivo de la profesión docente”: Impacto de un programa de orientación profesional dirigido a estudiantes de Bachillerato

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