Men teachers and the “feminised” primary school: a review of the literature

Skelton, Christine

doi:10.1080/00131911.2011.616634

Cited by 86 publications

(93 citation statements)

References 59 publications

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“…Sumsion also shows how they wanted to have personal development in their working life and they wanted to feel needed, at the same time as they reflected on being in a 'feminine sphere' -a place where they also needed to reflect on issues such as not being trusted and that parents and perhaps colleagues would consider their professional choice with suspicion. Skelton (2009Skelton ( , 2012 shows in an analysis of current research that women and men have the same reasons for choosing teaching as a profession. Gender is not regarded by primary teachers as being of any particular significance to their careers, whilst minority ethnic and sexuality status are both regarded as having an impact (Skelton, 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

Male preschool teacher students negotiating masculinities: a qualitative study with men who are studying to become preschool teachers

Heikkilä

Hellman

2016

Early Child Development and Care

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Male preschool teacher students negotiating masculinities: a qualitative study with men who are studying to become preschool teachers.Early Child Development and Care, 187 (7) AbstractThe overall interest is to understand how men who study preschool teaching negotiate masculinities. Earlier research shows how male teachers negotiate masculinities when being in and entering a predominantly feminine work area, such as early childhood education (see for example Simpson 2014, Brody 2015, Pirard, Schoenmaeckers & Camus 2015. It this article Connell's notion on hegemonic masculinity is reflected on in terms of negotiation. Semi-structured interviews with three main questions were conducted with 38 men attending the preschool teacher training programmes at three Swedish universities/university colleges. The result show two main themes for negotiation that were called 'Becoming and being a 'breaker'' and 'Coping with sticking out'. These themes and their content are presented and discussed in the article.Keywords: masculinities, male student, negotiation, preschool, early childhood education, gender IntroductionThe overall interest is to understand how men who study preschool teaching negotiate masculinities. Specifically, our aim is to analyse and explore how this negotiation is expressed through how the challenges male preschool teacher students express concerning their studies and their future profession. We will argue that these challenges relate to the conflict between how to display critical hegemonic masculinity while simultaneously being a professional preschool teacher. Further, we will argue that this conflict is demonstrated by the way these men express their position as a minority group and the expectations associated with that, while at the same time they 'break' certain male norms or notions how to be real men. These statements are discussed in this article.

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Section: Literature Reviewmentioning

confidence: 99%

Male preschool teacher students negotiating masculinities: a qualitative study with men who are studying to become preschool teachers

Heikkilä

Hellman

2016

Early Child Development and Care

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“…From a feminist and constructivist perspective, masculinity is a social construction in a constant state of flux where teachers are constantly negotiating 'becoming and being' a male teacher in a female-dominated profession (King 1998;Francis 2008;Haase 2008;Pulsford 2014). Historically, elementary school teaching has never been an attractive option for working-class men due to the construction of masculinity that is strongly related to the importance of physical labour in opposition to intellectual work (Skelton 2012). However, the argument for the demand of male teachers today is that only men understand the 'boy code', which can be defined by 'acting tough' and 'being cool' (Pollack 1998).…”

Section: Introductionmentioning

confidence: 98%

“…As for the teaching profession, the gender imbalance has led to a worldwide debate on the feminisation of education. Even though the term 'feminisation' can be linked to numbers, it has often been discussed regarding the gendered nature of teaching with a negative connotation (Mills, Martino, and Lingard 2004;Haywood, Popoviciu, and Mac Ghaill 2005;Drudy 2008;Chan 2011;Skelton 2012;McGrath and Sinclair 2013). The gender-related challenges which individuals face in these areas may also constrain their career decisionmaking because boys and girls tend to choose occupations based on gender-type rating before considering their interests and abilities (Gottfredson 2002).…”

Section: Introductionmentioning

confidence: 98%

“…While this body of research particularly focuses on the individual perspective, a considerable number of qualitative studies based on post-structuralist, feminist and cultural theories have proposed to broaden the focus and investigated the influence of academic culture, the structures on (STEM) students' participation in a subject and the characteristics of the discipline, including discourses on the nature of science (Henwood 1998;Clegg, Trayhurn, and Johnson 2000;Phipps 2007). As for the field of teaching, qualitative studies based on feminist and constructivist theories focus on the structural perspective of 'masculinity' and 'femininity' (Becky 2010;Skelton 2012;Pulsford 2014). These different approaches will be described in the next chapters.…”

Section: Introductionmentioning

confidence: 99%

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I want to be a scientist/a teacher: students' perceptions of career decision-making in gender-typed, non-traditional areas of work

Buschor

Kappler

Frei

et al. 2014

Gender and Education

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The study examines the career decision-making of Swiss academic high school students opting for a career in a non-traditional, gender-typed area of work during the transition to higher education. Based on a longitudinal study, a qualitative study with 11 female students in Science, Technology, Engineering and Mathematics (STEM) and 13 male student teachers was conducted in order to analyse their perceptions of the career decision-making process. They felt supported by their parents and teachers. Women showed a strong sense of identity as future scientists without mentioning specific career goals. Men, by contrast, referred to job securityrelated considerations and emphasised the importance of role models for their choice. Female students emphasised their status of being 'unique in a men's world' whereas male student teachers highlighted the role of 'masculinity in the classroom'.

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“…Perhaps this was the change which David could not make. While there is substantial literature on male teachers (see, for example, Skelton, 2012 andMills, Haase &Charlton, 2008), mature males in HE generally have been less researched than mature women (Britton & Baxter, 1999). In particular mature males enrolled in traditionally female programs may not be well researched at this point.…”

Section: Analysis Of David's Storymentioning

confidence: 99%

Narratives from non-traditional students in higher education

Macqueen¹

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This study examines the experiences of non-traditional university students in higher education. Recommendations from the Review of Australian Higher Education (Bradley, Noonan, Nugent & Scales, 2008) have seen universities aiming to increase enrolments of school leavers, particularly those from low socioeconomic status backgrounds. Similar trends have occurred in other countries such as the United Kingdom, with mixed success.In addition to students from low socioeconomic backgrounds, non-traditional students include those who are mature-age, have low achievement at secondary school, are from Indigenous or Torres Strait Islander backgrounds (in Australia), belong to minority ethnic groups, or come from rural or remote areas. Despite widening participation initiatives, enrolments of students from less advantaged groups have remained largely static in recent decades, both in Australia and elsewhere.Research has shown that students attracted to university in the context of widening participation policies are clustered in some particular institutions, based on location, admission requirements and the extent to which the institution itself genuinely participates in the policy initiative. Likewise, such students are more likely to enrol in some degrees than others. They are likely to be the first generation from their family to attend university.Students from less advantaged groups also experience higher education differently from their more advantaged peers, and face additional challenges. There are exceptions, with some non-traditional students succeeding in HE, but little is known about the factors which facilitate such success.This thesis presents a longitudinal study which combines a Bourdieuian theoretical framework with a narrative methodology. Non-traditional students with a range of background variables were followed into, through and sometimes beyond their enrolment

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Men teachers and the “feminised” primary school: a review of the literature

Cited by 86 publications

References 59 publications

Male preschool teacher students negotiating masculinities: a qualitative study with men who are studying to become preschool teachers

Male preschool teacher students negotiating masculinities: a qualitative study with men who are studying to become preschool teachers

I want to be a scientist/a teacher: students' perceptions of career decision-making in gender-typed, non-traditional areas of work

Narratives from non-traditional students in higher education

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