"I 'Am' the Teacher": How Male Educators Conceptualize Their Impact on the Early Childhood Classroom

Autor/inn/en	Reich-Shapiro, Mindi; Cole, Kirsten; Plaisir, Jean Yves
Titel	"I 'Am' the Teacher": How Male Educators Conceptualize Their Impact on the Early Childhood Classroom
Quelle	In: Journal of Early Childhood Teacher Education, 42 (2021) 4, S.381-403 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2020.1754310
Schlagwörter	Males; Preschool Teachers; Teacher Attitudes; Early Childhood Education; Self Concept; Sex Role; Masculinity; Teacher Student Relationship; Decision Making; Career Choice; Social Emotional Learning; Sex Stereotypes; Gender Differences; Teacher Characteristics; Administrator Attitudes; New York (New York) + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Selbstkonzept; Geschlechterrolle; Männlichkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Decision-making; Entscheidungsfindung; Geschlechterkonflikt
Abstract	According to recent statistics, fewer than 3% of early childhood educators are self-identified men. Thus, at a time when young children are constructing their identities and exploring gender roles and boundaries, opportunities for them to engage in authentic and meaningful learning experiences with both male and female teachers are scarce. The aim of this paper is to demonstrate how self-identified male educators construct non-normative masculinities as they fulfill their roles with young children within early childhood education (ECE) environments. To achieve this objective, we draw upon the voices of men in the field to highlight their motivations and shed light on the challenges of their lived experience in the field of ECE. We use data from questionnaires, interviews, focus groups and classroom observations from a much larger research project that uncovered intrinsic and extrinsic factors influencing men's decisions to join the ECE workforce. Overall, the men in our study view their involvement in ECE as an opportunity to support children's social and emotional development as they also push back on stereotypes about men in this sector. Our findings have implications for national and international practices and policies that envision the recruitment, support and retention of men as a key strategy for building and normalizing a mixed gender workforce in ECE while also enhancing opportunities for young children and their families to engage in meaningful and positive gender experiences with both female and male educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01