Male Preschool Teacher Students Negotiating Masculinities: A Qualitative Study with Men Who Are Studying to Become Preschool Teachers

Autor/inn/en	Heikkilä, Mia; Hellman, Anette
Titel	Male Preschool Teacher Students Negotiating Masculinities: A Qualitative Study with Men Who Are Studying to Become Preschool Teachers
Quelle	In: Early Child Development and Care, 187 (2017) 7, S.1208-1220 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1161614
Schlagwörter	Males; Preschool Teachers; Preservice Teachers; Masculinity; Qualitative Research; Semi Structured Interviews; Foreign Countries; Gender Issues; Sex Stereotypes; Coping; Misconceptions; Child Abuse; Sweden + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Männlichkeit; Qualitative Forschung; Ausland; Geschlechterfrage; Bewältigung; Missverständnis; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Schweden
Abstract	The overall interest is to understand how men who study preschool teaching negotiate masculinities. Earlier research shows how male teachers negotiate masculinities when being in and entering a predominantly feminine work area, such as early childhood education [see, for example, Brody, D. L. (2015). The construction of masculine identity among men who work with young children, an international perspective. "European Early Childhood Education Research Journal," 23(3), 351-361; Pirard, F., Schoenmaeckers, P., & Camus, P. (2015). Men in childcare services: From enrolment in training programmes to job retention. "European Early Childhood Education Research Journal," 23(3), 362-369; Simpson, R. (2014). Doing gender differently. Men in caring occupations. In S. Kumra, R. Simpson, & R. J. Burke (Eds.), "The Oxford handbook of gender in organizations" (1st ed.). Oxford: Oxford University Press)]. In this article Connell's notion on hegemonic masculinity is reflected on in terms of negotiation. Semi-structured interviews were conducted with 38 men attending the preschool teacher-training programmes at three Swedish universities. The result shows two main themes for negotiation that were called "Becoming and being a 'breaker'" and "Coping with sticking out". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01