Mapping Gender Segregation in Pre-Primary and Primary Education in Cyprus

Abstract

Although great emphasis is given on the quality of early childhood education, the demographics of the teaching personnel attract limited attention even though those characteristics are linked to the quality of education. The present study aims at exploring gender segregation in pre-primary and primary education in Cyprus, using the statistical lenses through which feminization can be understood. The article presents the number of male and female undergraduate students enrolled in preprimary and primary education programs. Employment data are also presented. This article sets out to discuss statistical data and literature to find out which research needs to be undertaken to ensure the inclusion of more men in pre-primary and primary education in Cyprus. Statistics highlight the need to critically examine existing literature, to conduct research with both males and females and to start the process of recruiting and supporting more males moving into pre-primary and primary education.

The Challenges Faced by Male Primary Teachers

“…Julian's findings included men being discouraged because of inadequate compensation, low respect and prestige, and societal norms regarding gender appropriate careers. These findings are echoed in male primary teacher research (e.g., Foster & Newman, 2005, Moss-Racusin & Johnson, 2016Rentzou, 2016) that has been conducted without using SCCT. Despite the entry of some men and women into non-traditional occupations, societal stereotyping continues to divide work along gender lines.…”

“…The low salary and status of primary teaching within society could be an influential contributor to the low number of men in the profession (Rentzou, 2016). Teachers' pay in Australia is dependent on qualifications and experiences rather than gender, yet it might be more of an issue for men because of the societal view that they should be their family's principal source of income (Johnson, 2008).…”

“…Along with negative media coverage this section has detailed the proximal contextual challenges evident in society that influence male primary teacher retention. These variables include challenges related to homosexuality and paedophilia (Bhana & Moosa, 2016;Mills et al, 2004;Smith, 2008), the disapproval of friends, family and society (Cushman, 2005a;Foster & Newman, 2005;Mulholland & Hansen, 2003), and low salaries and status of the primary teaching profession (Commonwealth of Australia, 1998;Cushman 2007;Rentzou, 2016). These contextual challenges were drivers for the design of a survey instrument that was used to gain the opinions of a larger number of participants, before this data was examined in greater depth during the second interview stage of this study.…”

Experiences of male early childhood teachers in primary schools and strategies to increase their recruitment

“…With few male ECE teachers in primary schools, how can we establish strategies to recruit more of them? Public recognition of outstanding male ECE teachers in primary schools and male lecturers in ECE undergraduate degrees should attract males into ECE primary schools (Rentzou, 2017;Skeleton, 2009;Svodziwa & Raymond, 2016). Research by Jones (2009) has also shown that advertising focusing on male involvement in ECE promotes the profession and reduces stereotyping.…”

“…A partnership between higher education institutions and ECE has been highlighted as a critical strategy to better prepare teachers for urban and rural ECE settings (Imazeki & Goe, 2009). Rentzou (2017) suggests that policies should be implemented to recruit males to ECE settings and sustain and support them during their HEIs studies. Society must change its stereotypical perception of attracting females to teach young learners, which may encourage men to ECE so young learners can benefit from having male and female teachers (Louw & Tshelane, 2022).…”