Abstract:Driven largely by concerns over boys' education, countries worldwide have seen crisis discourses over small numbers of male teachers, particularly those teaching young children. Despite public desires and policy movements to increase their numbers, important barriers and challenges remain for male teachers. Preservice teachers' experiences, especially, might illuminate challenges to the recruitment and retention of males. Using a (pro)feminist, social interactionist framework and qualitative discourse analysis… Show more
“…For example, a survey of elementary school teachers revealed more negative attitudes toward male relative to female teachers, including the belief that male teachers are less nurturing (Wood, ). In addition, male educators report being discouraged from pursuing their chosen career path (Weaver‐Hightower, ), and often perceive negative reactions from others (Allan, ; Cushman, ). For example, one male educator in an interview study noted that: Some of the parents were quite hostile towards me as a male…one of the parents actually came in … and said, “Who is he and what is he doing here?…”
Section: Backlash Against Male Educatorsmentioning
We investigated the existence, nature, and processes underscoring backlash (social and economic penalties) against men who violate gender stereotypes by working in education, and whether backlash is exacerbated by internal (vs. external) behavioral attributions. Participants (N = 303) rated one of six applications for an elementary teaching position, identical apart from target gender and behavioral attribution type. Male applicants were rated as more likely to be gay, posing a greater safety threat, and less likeable (but not less hireable) than identical female applicants. Perceived sexuality and threat mediated target gender differences in likeability. Unexpectedly, behavioral attributions did not interact with target gender, suggesting that providing internal attributions may not exacerbate men's backlash. Implications for backlash theory and education gender disparities are discussed.
“…For example, a survey of elementary school teachers revealed more negative attitudes toward male relative to female teachers, including the belief that male teachers are less nurturing (Wood, ). In addition, male educators report being discouraged from pursuing their chosen career path (Weaver‐Hightower, ), and often perceive negative reactions from others (Allan, ; Cushman, ). For example, one male educator in an interview study noted that: Some of the parents were quite hostile towards me as a male…one of the parents actually came in … and said, “Who is he and what is he doing here?…”
Section: Backlash Against Male Educatorsmentioning
We investigated the existence, nature, and processes underscoring backlash (social and economic penalties) against men who violate gender stereotypes by working in education, and whether backlash is exacerbated by internal (vs. external) behavioral attributions. Participants (N = 303) rated one of six applications for an elementary teaching position, identical apart from target gender and behavioral attribution type. Male applicants were rated as more likely to be gay, posing a greater safety threat, and less likeable (but not less hireable) than identical female applicants. Perceived sexuality and threat mediated target gender differences in likeability. Unexpectedly, behavioral attributions did not interact with target gender, suggesting that providing internal attributions may not exacerbate men's backlash. Implications for backlash theory and education gender disparities are discussed.
“…These men state that they feel as if they are alone, even though they are surrounded by other students that are women (Weaver-Hightower, 2011).…”
Section: Potential Reasons For Poorer Progression Of Men In Social Workmentioning
confidence: 99%
“…Some writers (Williams, 1992(Williams, , 1995Stott, 2004;Dyck, et al, 2009;Bell-Scriber, 2008;Weaver-Hightower, 2011). The gendered nature of this environment may require students to engage in ways linked with femininity; for example, Weaver-Hightower (2011, pp.…”
Section: Potential Reasons For Poorer Progression Of Men In Social Workmentioning
confidence: 99%
“…These qualitative studies suggest a number of issues for men studying to become a nurse or a primary school teacher that are not experienced by women. They show that these men experience questions about the reason a man would choose this profession because of its relatively lower status, as well as concerns of homosexuality or sexual predation (Dyck, Oliffe, Phinney, & Garrett, 2009;Weaver-Hightower, 2011).…”
Section: Learning From Primary Teaching and Nursing Educationmentioning
confidence: 99%
“…A more pressing concern for men studying to join a WMO is the subject of caring and touching, which is often conflated by the students into the same issue (Foster & Newman, 2005;Hansen & Mulholland, 2005;Harding et al, 2008;Weaver-Hightower, 2011).…”
Section: Potential Reasons For Poorer Progression Of Men In Social Workmentioning
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