L’intention de se maintenir dans une carrière atypique : quels déterminants individuels et contextuels ?

Lagabrielle, Christine; Vonthron, Anne‐Marie; Pouchard, D.; Magné, Jean

doi:10.1016/s1420-2530(16)30126-1

Cited by 9 publications

(3 citation statements)

References 21 publications

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“…The Foundation Phase (FP) is dominated by a large proportion of women while men continue to shun positions to teach young kids (Petersen 2014;Mashiya 2014). Several scholars have documented the existence of gender related choices with regards to choosing to become a Foundation Phase teacher as well as the stigmatisation that goes with teaching in FP classes (Mashiya 2014;Jungert et al 2014;Drury 2008;Mukuna and Mutsotso 2011;Petersen 2014;Sumsion 2005;Lagabrielle et al 2011). Interestingly, being a teacher in primary school is perceived as a low status or simply "a woman's job" (Akyeampong et al 2011, 30).…”

Section: Perceived Gender Stereotypical Views About Foundation Phase mentioning

confidence: 99%

Demystifying foundation phase teaching: Male student teachers’ motivation to enroll for B.ED. degree in foundation phase at a rural university

Ravhuhali

Mashau²,

Lavhelani³

et al. 2019

SAJHE

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Female teachers have historically been associated with teaching profession at the Foundation Phase (FP). It is a societal belief that female teachers provide motherly love and care and are naturally soft towards infants compared to their male counterparts. This article explores a new trend that is developing at a rural university where male student teachers are increasingly enrolling for a Bachelor of Education programme where they specialise in the foundation phase (FP) teaching. The article gathered male student teachers' views for choosing teaching in the foundation phase as a career at a rural university in Limpopo Province. This qualitative case study adopted a purposive sampling procedure to sample sixteen (16) male first year B.Ed. Foundation Phase student teachers to complete open-ended questions. Content analysed data reveal that even though male student teachers were intrinsically and altruistically motivated and positive about their FP career choice and hope to demystify FP teaching, a few of them admitted that FP was a default career choice. A longitudinal cohort study is recommended in order to decipher the motivations, experiences and career paths of male FP teachers.

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Section: Perceived Gender Stereotypical Views About Foundation Phase mentioning

confidence: 99%

Demystifying foundation phase teaching: Male student teachers’ motivation to enroll for B.ED. degree in foundation phase at a rural university

Ravhuhali

Mashau²,

Lavhelani³

et al. 2019

SAJHE

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“…Les femmes limiteraient leurs opportunités de carrière dans les emplois traditionnellement masculins du fait de faibles attentes d'efficacité dans ces domaines (Brooks & Betz, 1990 ;Betz & Hackett, 1981). Le degré d'efficacité perçu dans l'emploi influence de manière significative l'intention de persévérer dans un métier masculin (Lagabrielle, Vonthron, Pouchard, & Magne, 2011). Il s'avère ainsi être un levier déterminant pour aider les filles à s'engager dans des filières d'études contre-stéréotypiques (Marro & Vouillot, 2004) et pour le développement de carrière (Sullivan & Mahalik, 2000).…”

Section: Auto-évaluation Et Performance Sentiment D'auto-efficacité Eunclassified

The effect of self-assessment on women’s success in professional exams in a counter-stereotypical organizational context

Delicourt¹,

Blanc²

2016

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“…Single-sex teaching in a co-educational comprehensive school in england: an evaluation based upon student's performance and classroom interactions. Une orientation est dite « atypique » lorsque que son groupe de sexe d'appartenance y est représenté à moins de 33%(Lagabrielle, Vonthron, Pouchard, & Magne, 2011). Par commodité, les termes « atypique », « contre-stéréotypique », « non-traditionnel » seront ici utilisés de manière interchangeable.…”

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Stéréotypes de sexe et effet rebond : quelles répercussions sur les acteurs et actrices du système éducatif confronté·e·s à des choix d’orientation atypiques ?

Carrein-Lerouge¹,

Gras²,

Pottier³

et al. 2019

osp

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L’intention de se maintenir dans une carrière atypique : quels déterminants individuels et contextuels ?

Cited by 9 publications

References 21 publications

Demystifying foundation phase teaching: Male student teachers’ motivation to enroll for B.ED. degree in foundation phase at a rural university

Demystifying foundation phase teaching: Male student teachers’ motivation to enroll for B.ED. degree in foundation phase at a rural university

The effect of self-assessment on women’s success in professional exams in a counter-stereotypical organizational context

Stéréotypes de sexe et effet rebond : quelles répercussions sur les acteurs et actrices du système éducatif confronté·e·s à des choix d’orientation atypiques ?

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