More men in ECEC

Brody, David L.; Emilsen, Kari; Rohrmann, Tim; Warin, Jo

doi:10.4324/9781003048473-17

Cited by 4 publications

(6 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For instance, Bhana and Moosa (2016) discuss how the ECEC profession is diminished by a culture of dominant hegemonic masculinity. Male pre-service educators do not consider a career with young children, fearing that it will cause them to lose status or feel emasculated (Bhana and Moosa, 2016; Brody et al, 2020; Jovanovic, 2013; Warin, 2014). Extending this rationale – and most confronting – is the questioning of the sexual motives of men choosing to work with young children, including deep-rooted societal stereotypes of men as sexual predators (Heikkilä and Hellman, 2017; Sumsion, 2000).…”

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

View full text Add to dashboard Cite

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.

show abstract

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

View full text Add to dashboard Cite

show abstract

“…The process of collecting data for this research formed part of a larger international collaboration on men's career trajectories in early childhood education and care (Brody et al, 2021). Three men from each constituent country were interviewed.…”

Section: Methodsmentioning

confidence: 99%

“…Early childhood education and care (ECEC) is a feminised workforce globally. Much research has been conducted into the factors that influence the trajectories and experiences of the comparatively few men in ECEC (Brody, 2014;Brody et al, 2021;Cameron et al, 1999;Watson & Woods, 2011). Workplace leadership has a direct effect on the employee's job satisfaction and well-being (Ljunggren et al, 2021;Yukl, 2008).…”

Section: Introductionmentioning

confidence: 99%

“…Examining men's experiences may provide insight into the reasons they stay or leave ECEC. Taking a literary narrative approach (Czarniawska, 2004) and utilising data collected in Ireland, Australia, and Norway as part of a larger collaborative project (Brody et al, 2021), this chapter analyses six storylines and interviews from men who work or previously worked in ECEC to explore the relevance of leadership to the men's decisions to stay or leave.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Global Perspectives on Leadership in Early Childhood Education

2023

View full text Add to dashboard Cite

Global Perspectives on Leadership in Early Childhood Education aims to improve leadership and management in Early Childhood Education and Care (ECEC) settings through research evidence. Written for a wide audience, including the academic community, policymakers, practitioners, teachers, directors, and professionals, the book provides knowledge and tools to enhance the ECEC sector. Divided into three thematic sections, the book examines the theory of leadership in ECEC, strategies for improving professional development, and the governance and policies related to ECEC leadership worldwide. In its 16 chapters that blend theoretical and practical perspectives, the book addresses diverse topics, such as pedagogical leadership in different countries, peer mentoring, and the utilization of digital technology in early childhood education. The volume draws upon collaboration through the International Leadership Research Forum in Early Childhood (ILRF–EC) and encompasses contributions from across the world, from South Africa to Norway, Palestine, Australia, Finland, and beyond. By incorporating different contexts and viewpoints, Global Perspectives on Leadership in Early Childhood Education makes a significant and timely contribution to the field of education.

show abstract

“…Issues relating to the ECEC workforce are well documented in relation to: attraction (Gibson et al, 2020;Thorpe et al, 2011) retention (Fenech et al, 2021;Grant et al, 2019;Horwood et al, 2022;Jones et al, 2017;McDonald et al, 2018;McKinlay et al, 2018;Thorpe et al, 2020a) and attrition (McMullen et al, 2020;Sumsion, 2002) of early childhood educators and degree qualified teachers and others employed in ECEC (including leaders). A subset of these studies look explicitly at degree qualified teachers (Fenech et al, 2021;Gibson et al, 2020;Grant et al, 2019;Jones et al, 2017;McKinlay et al, 2018;Sumsion, 2002) and research is emerging looking at attraction and retention of men in ECEC (Brody et al, 2021;Kirk, 2020;Sullivan et al, 2022). Leaders however, have not been considered as a distinct group in relation to factors that impact on attraction and retention.…”

Section: Attraction and Retention Of Leadersmentioning

confidence: 99%

Leadership in Australia’s early childhood workforce policy: Silences and ambiguities as missed opportunities

White

2023

Australasian Journal of Early Childhood

View full text Add to dashboard Cite

This paper explores how leadership is addressed within Australia’s National Children’s Education and Care Workforce Strategy (ACECQA, 2021). The Workforce Strategy has been widely welcomed, arriving at a time of unprecedented workforce pressures in the early childhood education and care (ECEC) sector. Yet, on close examination there appears an absence of focus on leaders as a distinct group within the ECEC workforce. Considering leadership is unequivocally central to retaining and sustaining early childhood educators, this absence of focus is noteworthy. First, the paper unpacks what is currently known about ECEC leadership. Then, how leadership in the policies under consideration is constructed as a problem in relation to quality and capability. Next, silences and ambiguities in how the strategy addresses the retention of leaders and their wellbeing is discussed. Ultimately it is argued that we need more understanding of the experiences of leaders as a distinct subset of the ECEC workforce.

show abstract

More men in ECEC

Cited by 4 publications

References 1 publication

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

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

Global Perspectives on Leadership in Early Childhood Education

Leadership in Australia’s early childhood workforce policy: Silences and ambiguities as missed opportunities

Contact Info

Product

Resources

About