Questioning Methodologies in Research on Men in ECEC

Autor/inn/en	Rohrmann, Tim; Brody, David
Titel	Questioning Methodologies in Research on Men in ECEC
Quelle	In: European Early Childhood Education Research Journal, 23 (2015) 3, S.405-416 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2015.1043814
Schlagwörter	Early Childhood Education; Males; Sex Fairness; Gender Differences; Comparative Education; Occupational Mobility; Research Design; Research Problems; Research Methodology; Statistical Analysis; Qualitative Research; Bias; Foreign Countries; Austria; Denmark; Germany; Norway + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Male; Männliches Geschlecht; Sexualaufklärung; Geschlechterkonflikt; Vergleichende Erziehungswissenschaft; Berufliche Mobilität; Forschungsdesign; Forschungskritik; Research method; Forschungsmethode; Statistische Analyse; Qualitative Forschung; Ausland; Österreich; Dänemark; Deutschland; Norwegen
Abstract	Research that elucidates the complexities of gender balance is itself a controversial field. This article examines challenges and limitations in quantitative as well as qualitative research on gender balance in early childhood education and care (ECEC). Cross country comparisons of male and female participation in the ECEC workforce are often flawed by discrepant categorization of workers, professional positions, and qualifications. Detailed data analysis demonstrates that regional and organizational differences of incidence of male workers often belie the national averages. The purported phenomenon of men rising quickly to managerial positions is discussed and data supporting this thesis is challenged by carefully unpacking statistics used in this discourse. Interview data adds a motivational perspective indicating a lack of interest in such career advancement by men and women. Research on differences between male and female modes of caring and professional practice are examined and shown to be flawed by lack of observational data and by researcher bias based on gender and attitudes. Conclusions indicate a need for gender mixed research teams to openly discuss and deal with their a priori assumptions in order to objectify research outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01