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Cooney, Margaret H.; Bittner, Mark T.

doi:10.1023/a:1012564610349

Cited by 43 publications

(10 citation statements)

References 2 publications

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“…What’s more, disparate from their female counterparts’ men frequently grapple with family and friend discouragement when pursuing a career in the early years field (Anliak & Beyazkurk, 2008 ; Bhana et al, 2021 ; Cooney & Bittner, 2001 ). Interestingly, male ECECs within Weaver-Hightower’s ( 2011 ) research specifically named that their fathers questioned their career decision with resolute scrutiny.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Interestingly, male ECECs within Weaver-Hightower’s ( 2011 ) research specifically named that their fathers questioned their career decision with resolute scrutiny. Research suggests that some men persist despite a lack of support (Bhana et al, 2021 ), whilst others succumb to their fathers’ disapproval by terminating work in the sector or withdrawing from the early years post-secondary program in which they are enrolled (Cooney & Bittner, 2001 ). While men are shown to be more critical than women towards men who wish to enter this female-dominated occupation (Bhana et al, 2021 ), it is worthy to note that women can also be disparaging (Foster & Newman, 2005 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…While men are shown to be more critical than women towards men who wish to enter this female-dominated occupation (Bhana et al, 2021 ), it is worthy to note that women can also be disparaging (Foster & Newman, 2005 ). Exacerbating this is the teasing that male ECECs profess is typical to working in this profession (Cooney & Bittner, 2001 ; Foster & Newman, 2005 ; Rolfe, 2006 ) and discomfort linked to feeling as though they are observed though a far more critical lens than their female colleagues (Anliak & Beyazkurk, 2008 ; Bhana et al, 2021 ; Cooney & Bittner, 2001 ). This disapproval is communicated covertly as “it’s more looks than what they say” (Rolfe, 2006 , p. 111) and most readily applies to parental perceptions (Hedlin et al, 2019 ; Rolfe, 2006 ; Sargent, 2004 ).…”

Section: Literature Reviewmentioning

confidence: 99%

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Procuring Gender-Situated Voices of Male Early Childhood Professionals in Canada

Bonnett

Wade

2022

IJEC

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Across the globe the prevalence of men who work in the early education and care field is scant. This phenomenon is evidenced in the Canadian childcare milieu where male early childhood professionals constitute a modest fraction of the sector. At the nucleus of this are gender-situated scrutinization, role model binaries, and adverse occupational outcomes. Subsequently a Qualitative Intrinsic Case Study, rooted in a Social Constructivist Philosophical Paradigm, was applied to secure the voices of men who work in Ontario, Canada. Novel to findings of this study are the heterogenous reactions of family and friends, male role model disharmony, strategies adopted by participants to self-protect and avoid speculation, forgotten child voices, and nuances affiliated with working in a care profession. Participants of this study urge other male early years professionals and communities to intentionally probe this domain of study, with the aim to bolster male participation in the sector.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Procuring Gender-Situated Voices of Male Early Childhood Professionals in Canada

Bonnett

Wade

2022

IJEC

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“…Perhaps because of this recent gender debate, researchers have studied male teachers and sought their perspectives on teaching (e.g., Cooney & Bittner, 2001; Francis, 2007; Montecinos & Nielsen, 2004; Skelton, 2012; Smedley, 2007; Sumsion, 2000). They found that male teachers have conflicting views about their teaching experience.…”

Section: Introductionmentioning

confidence: 99%

“…They found that male teachers have conflicting views about their teaching experience. Some male teachers find themselves facing suspicion of their motives for working with children (Smedley, 2007), others pay attention to their gender only because their colleagues do (Skelton, 2012), and still others relish the opportunity to be a role model to students (Cooney & Bittner, 2001), especially to boys.…”

Section: Introductionmentioning

confidence: 99%

Male Elementary General Music Teachers

Robison

2016

Journal of Music Teacher Education

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The purpose of this study was to describe the essence of being a male elementary general music teacher (MEGMT). I sought answers for two research questions. First, what are the perceived uniquely male experiences in elementary general music teaching? Second, in what ways might gender be a consideration in the preparation of elementary general music teachers? I conducted semistructured interviews of ten current MEGMTs in one New England state. After three cycles of coding, I found four emergent themes: (a) perceived uniquely male issues in teaching, (b) the hiring process and early years, (c) workplace gender issues, and (d) urban teaching overall. These findings both corroborated and contradicted those of the limited studies about MEGMTs, yielding support to investigate MEGMTs’ multifaceted essence further.

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Let's Hear it from Them: An Interview‐Based Exploration of Male Teachers' Perceptions of Gender Imbalance in the English Language Teaching Profession

Wright

2024

TESOL Quarterly

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The presence of gender disparities, marked by a shortage of male teachers, has been a longstanding concern within the TESOL profession. Drawing on the concept of human flourishing, which advocates for equality and respect beyond gender and social standing, this research seeks to challenge gender stereotyping in foreign language teaching. Guided by personal observations and the stories of three male English language teachers, this article seeks to answer how male ESL/EFL1 teachers perceive gender playing out in their careers. By examining their perezhivaniya, or lived experiences, the study contributes to a more comprehensive understanding of the gender dynamics within TESOL, filling a critical gap in the existing literature and offering new insights into the subjective emotional experiences shaping the professional lives of male teachers in this field. The research demonstrates how the feminization of the ELT environment affects their sense of self‐worth and fulfillment and ultimately their commitment to stay in the profession.

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Cited by 43 publications

References 2 publications

Procuring Gender-Situated Voices of Male Early Childhood Professionals in Canada

Procuring Gender-Situated Voices of Male Early Childhood Professionals in Canada

Male Elementary General Music Teachers

Let's Hear it from Them: An Interview‐Based Exploration of Male Teachers' Perceptions of Gender Imbalance in the English Language Teaching Profession

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