Does gender matter? A cross-national investigation of primary class-room discipline

McDowell, Joanne; Klattenberg, Revert

doi:10.1080/09540253.2018.1458078

Cited by 17 publications

(14 citation statements)

References 66 publications

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“…about the role of teacher gender in schooling (e.g., Martino & Rezai-Rashti, 2012;McDowell & Klattenberg, 2018). In our previous work, for example, we have described how a focus on male teachers in Australia intensified in the early 2000s, when attention was given to boys' educational "underachievement" (McGrath & Sinclair, 2013).…”

mentioning

confidence: 99%

The Plight of the Male Teacher: An Interdisciplinary and Multileveled Theoretical Framework for Researching a Shortage of Male Teachers

McGrath

Moosa

Bergen

et al. 2019

The Journal of Men’s Studies

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In this article, four researchers from Australia and South Africa consider why it is important for primary schools to include both male and female teachers. The authors refute previous calls directed by public and political discourse, for male teachers to enhance boy’s educational outcomes or to act as role models or father figures. Instead, the authors present a theoretical framework that justifies calls for male teachers at four levels: the child level, the classroom level, the organizational level, and the societal level. While complex barriers may continue to limit male teacher representation, the authors hope that this interdisciplinary framework might stimulate further international scholarly discussions about the interactions between teacher-gender, education, and culture.

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mentioning

confidence: 99%

The Plight of the Male Teacher: An Interdisciplinary and Multileveled Theoretical Framework for Researching a Shortage of Male Teachers

McGrath

Moosa

Bergen

et al. 2019

The Journal of Men’s Studies

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“…This research may also have important implications for government incentives, which should consider advertising the wide range of skills needed to be a teacher, and not just attempt to recruit men by trying to make the role more hegemonically 'masculine', which can act as a deterrent to some men. By shedding light on how language is used in the classroom, this study has produced valuable insights on how men and women actually use language to perform their professional identity (Clark, 2018;Hultgren, 2017;McDowell & Klattenberg, 2018;Mullany & Yoong, 2018). This study has demonstrated both male and female teachers actively constructing a context dependent teaching identity, with their language breaking stereotypical gendered norms of speaking.…”

Section: Speaker Utterancementioning

confidence: 96%

“…These recruitment drives are arguably failing as they are recurrently based on gendered beliefs. Research into primary school teaching from a wide range of disciplines has demonstrated that the empirical evidence does not support the aforementioned existing 'masculine' gendered beliefs and behaviours (Bullough, 2015;Carrington, Francis, Hutchings, Skelton, Read & Hall 2007;Carrington, Tymms & Merrell, 2008;Didham, 2015;Lahelma, 2000;McDowell & Klattenberg, 2018;McGrath & Van Bergen, 2017b;Read, 2008;Skelton, 2002Skelton, , 2003Spilt et al, 2012;Thornton & Bricheno, 2006). Yet we repeatedly see incentives to increase and retain men centred around promoting hegemonic masculine characteristics and the 'male role model' myth (Brundrett et al, 2018;McGrath & Van Bergen, 2017a;Sargent, 2000).…”

Section: Teacher Gender and The Primary Schoolmentioning

confidence: 99%

“…There are limited studies which have investigated the potential effect of teacher gender on primary classroom interaction (see McDowell & Klattenberg, 2018;Read, 2008). One area of teaching regarding teacher gender that has been largely ignored is how teachers deliver oral feedback via their follow-up strategies (Good, Sikes & Brophy, 1973).…”

Section: Teacher Gender and The Primary Schoolmentioning

confidence: 99%

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“Who can tell me what the product actually means, and Kate’s got the right answer-ish, let’s just tweak it…” Follow-up strategies in the U.K primary school classroom: Does teacher gender matter?”

McDowell¹

2019

Gender Women Stud

Self Cite

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Jobs are rarely seen as gender neutral but built on gendered stereotypes as to what they involve, and the gendered characteristics assumed needed to perform them. Despite an increase in the number of women entering 'male' workplaces, gendered occupational stereotypes continue to endure as they are so deeply entrenched within community. Furthermore, even with frequent government initiatives, men's numbers are not increasing in 'female' occupations such as teaching as these jobs persistent to be seen as only suitable for those with 'feminine' characteristics. Fewer than 15 percent of United Kingdom (U.K.) primary school teachers are male. De-stereotyping this work role is therefore of key importance as we need more qualified teachers in the U.K. To date, there has been relatively little research into the linguistic behaviour of men working in primary school teaching. To address this gap, this current paper focuses on men's discursive behaviour in the occupation of teaching in an attempt to begin to de-stereotype this profession through an exploration of how the job is actually performed through language to assess whether teacher gender affects teaching strategies utilised in the classroom. This paper reports on the qualitative findings from an exploratory case study that examines male and female primary school teachers' linguistic strategies in teacher-led class instruction. To provide empirical insights into how this work-role practice is performed,

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“…Í alþjóðlegri umraeðu um starf grunnskóla og grunnskólakennara hefur hugtakið kvenvaeðing (e. feminisation) verið áberandi (McDowell og Klattenberg, 2018;Moreau, 2019). Hugtakið er margslungið en vísar meðal annars til þess þegar meira en 70% einstaklinga innan fagstéttar eru konur (Huppatz og Goodwin, 2013).…”

Section: Kvenvaeðing Kennarastarfsinsunclassified

„Konur eru með breiðari faðm“: Kynjuð sýn skólastjóra á grunnskólakennarastarfið

Guðnadóttir¹,

Rúdólfsdóttir²

2020

TUUOM

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Töluvert hefur verið fjallað um kvenvæðingu kennarastarfsins og hvort hún skipti máli fyrir starfsemi skóla. Þetta vakti áhuga okkar á sýn skólastjórnenda á kyngervi og því hvernig þeir telja að það móti hlutverk, starfsumhverfi og væntingar til kennara. Fræðilegt sjónarhorn þessarar rannsóknar er feminískur póststrúktúralismi en gögnin sem voru þemagreind samanstanda af átta hálfopnum viðtölum við grunnskólastjóra á höfuðborgarsvæðinu. Niðurstöður benda til þess að þó að skólastjórar líti svo á að kyngervi sé félagslega mótað lýsi þeir kvenkennurum út frá hefðbundnum kvenleikahugmyndum sem samviskusömum, skipulögðum og umhyggjusömum starfsmönnum og að það leiði til aukins álags á þær. Karlkennarar þykja kærulausari en betri í að halda uppi aga. Viðmælendur telja að kennarastarfið sem kvennastarf sé lítils metið, og það birtist í lágum launum en einnig því að starfið, sem öðrum þræði er skilgreint sem kvenlegt uppeldisstarf, sé ekki „í tísku“. Niðurstöður vekja áleitnar spurningar um það hvernig kynjaðar hugmyndir viðhalda valdaskipan þar sem kennarastarfið og konur sem sinna því eru undirskipaðar körlum. Við teljum að til að efla kennarastarfið og auka nýliðun þurfi að takast á við það kynjaða hugmyndakerfi sem starfið er skilgreint út frá.

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Does gender matter? A cross-national investigation of primary class-room discipline

Cited by 17 publications

References 66 publications

The Plight of the Male Teacher: An Interdisciplinary and Multileveled Theoretical Framework for Researching a Shortage of Male Teachers

The Plight of the Male Teacher: An Interdisciplinary and Multileveled Theoretical Framework for Researching a Shortage of Male Teachers

“Who can tell me what the product actually means, and Kate’s got the right answer-ish, let’s just tweak it…” Follow-up strategies in the U.K primary school classroom: Does teacher gender matter?”

„Konur eru með breiðari faðm“: Kynjuð sýn skólastjóra á grunnskólakennarastarfið

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