Guys and ‘the rest of us’: tales of gendered aptitude and experience in educational carework

Mallozzi, Christine A.; Galman, Sally Campbell

doi:10.1080/09540253.2014.901724

Cited by 19 publications

(6 citation statements)

References 30 publications

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“…This conclusion is supported by the high CLASS scores the team received recognizing both teachers' contributions to the classroom atmosphere and to child learning and development. This result is consistent with the conclusion of Mallozzi and Galman (2014) from their analysis of interviews of two inservice male teachers and two preservice female teachers: that male teachers should not be "celebrated [simply] for doing what is expected for and with students" (p. 275).…”

Section: Male Teacher Competencysupporting

confidence: 92%

Differences? Similarities? Male teacher, female teacher: An instrumental case study of teaching in a Head Start classroom

Bullough

2015

Teaching and Teacher Education

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Section: Male Teacher Competencysupporting

confidence: 92%

Differences? Similarities? Male teacher, female teacher: An instrumental case study of teaching in a Head Start classroom

Bullough

2015

Teaching and Teacher Education

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“…In ECEC, male educators report experiences of exclusion (Kamberi et al, 2016), isolation (Moosa & Bhana, 2017) and suspicion (Cameron, 2006). There is also evidence of men being tokenised or valorised, being set apart as 'special', symbolic of all men or father substitutes (Mallozzi & Galman, 2014;Santos & Amâncio, 2018).…”

Section: Gender and The Ecec Workplacementioning

confidence: 99%

“…In ECEC, male educators report experiences of exclusion (Kamberi et al, 2016), isolation (Moosa and Bhana, 2017) and suspicion (Cameron, 2006). There is also evidence of men being tokenised or valorised – being set apart as ‘special’, symbolic of all men or father substitutes (Mallozzi and Galman, 2014; Santos and Amâncio, 2018). Equally, the majority workforce may serve as gatekeepers, preventing a ‘foreigner’ from invading their ‘territory’ (Kamberi et al, 2016; Sargent, 2005).…”

Section: Introductionmentioning

confidence: 99%

Beliefs and attributions: Insider accounts of men’s place in early childhood education and care

Sullivan¹,

Coles

et al. 2020

Contemporary Issues in Early Childhood

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Theoretical perspectives, and a large body of empirical research examining sex-segregated occupations, identify the attitudinal barriers of the majority as pivotal for both workplace well-being and the retention of minorities. Globally, where more than 90% of the early childhood education and care workforce is female, understanding the attitudes of the majority is critical in informing actions to sustain men’s participation. So too are female educators’ understanding, acceptance and responses to the attitudes of other key stakeholders. The extent to which decisions in the workplace reflect personal, organisational or parent perspectives is not well understood. In this study, the authors analyse interview data from the female majority to distinguish personal voice and attributed beliefs regarding the inclusion of men in the early childhood education and care workplace. They analyse interview data from 96 women working as educators in a representative sample of long-day-care and kindergarten services in Queensland, Australia. The analyses suggest that the view of male educators as assets was claimed, while concerns about risk or competency were typically attributed to others. Attributed views were not often contested, but instead accepted or excused. The findings suggest that while the inclusion of men in the early childhood education and care workforce is explicitly accepted by female colleagues, actions within the workforce may be influenced by the attitudes of those outside or by latent personal attitudes distanced by positioning as the voice of others.

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“…In fact, even these objections hardly hold up to most of the Disney princess or other girl-oriented material whose storylines, while often oriented around the traditional Western fairy-tale arc of heterosexual love and marriage, are much more egalitarian, nonviolent, pro-social, and progressive than teachers and parents would claim under the auspices of the dominant critiques (Hains, 2014). Many popular girl-oriented preschool characters are focused on girl empowerment, while American boy-oriented preschool programming is far more violent, racist, and hegemonic (Mallozzi and Galman, 2014). Joya and Patty were excellent teachers, but, like so many of us, myself included, they were both well-socialized to a popular culture that normalizes male dominance, male violence, male over-representation, and female marginalization.…”

Section: Discussionmentioning

confidence: 99%

Brave is a dress: Understanding “good” adults and “bad” children through adult horror and children’s play

Galman

2017

Childhood

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This article presents analyses from an ethnographic study of a rural preschool and the pretend play occurring there. While many studies in childhood have sought to understand children's play from the perspective of the child player, these analyses focus on understanding adult constructions through the children's play. By focusing on children's pretend play and adult reactions to it, this article seeks to explore children's play as a lens for understanding the tensions between social constructions of "good" adults and "proper" children.

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Guys and ‘the rest of us’: tales of gendered aptitude and experience in educational carework

Cited by 19 publications

References 30 publications

Differences? Similarities? Male teacher, female teacher: An instrumental case study of teaching in a Head Start classroom

Differences? Similarities? Male teacher, female teacher: An instrumental case study of teaching in a Head Start classroom

Beliefs and attributions: Insider accounts of men’s place in early childhood education and care

Brave is a dress: Understanding “good” adults and “bad” children through adult horror and children’s play

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