Re-thinking 'role models': equal opportunities in teacher recruitment in England and Wales

Carrington, Bruce; Skelton, Christine

doi:10.1080/02680930305573

Cited by 123 publications

(95 citation statements)

References 13 publications

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“…However, the term 'role model' is imprecise and its meaning is taken-for-granted. Consequently, simplistic claims about the capacity of male and ethnic minority teachers as 'role models' to bring about change in the status quo can be made (Carrington & Skelton, 2003). Despite these reservations, Carrington and Skelton (2003) maintain that matching teachers and children by gender and ethnicity may be helpful in bringing about a situation of greater justice and equity in schools.…”

Section: Discussionmentioning

confidence: 99%

“…Consequently, simplistic claims about the capacity of male and ethnic minority teachers as 'role models' to bring about change in the status quo can be made (Carrington & Skelton, 2003). Despite these reservations, Carrington and Skelton (2003) maintain that matching teachers and children by gender and ethnicity may be helpful in bringing about a situation of greater justice and equity in schools. However, in clarifying the potential conflict that may arise between teachers and pupils belonging to the same faith, some respondents stress that for them being a role model is not related to nurture and faith transmission in state schools.…”

Section: Discussionmentioning

confidence: 99%

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A Faith Dimension on the Landscape of Teachers: Muslim Teachers on Recruitment, Retention and Career Advancement

Mogra

2013

AJTE

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

A Faith Dimension on the Landscape of Teachers: Muslim Teachers on Recruitment, Retention and Career Advancement

Mogra

2013

AJTE

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“…The Teaching Agency is also putting male graduates in touch with other male primary teachers, so applicants can gain an insight into teachers' motivations, career choices, challenges Each of these initiatives is premised on the assumption by policy makers that boosting male recruitment is a solution to the educational difficulties facing boys. 'Matching' teachers and pupils by gender is considered a key solution to boys' 'underachievement' (Carrington and Skelton 2003). Skelton (2001) however notes that any consideration of the form of 'acceptable masculinity' that male teachers should perform remains absent from the policy literature.…”

Section: The Complexity Of Boys' Educational 'Underachievement'mentioning

confidence: 99%

Are Male Role Models Really the Solution?

et al. 2015

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Policy, Leeds, LS2 9JT. UK. a.tarrant@leeds.ac.uk Anna is currently a Leverhulme Trust Early Career Fellow at the University of Leeds and is exploring men's care trajectories in low-income localities. Prior to this she has worked on a number of research projects that have developed her research expertise in men and masculinities, grandparenting, and informal care and family practices. She has published articles in Sociology and Social & Cultural Geography about her research on contemporary grandfathering and has edited a small collection about ageing masculinities, published in collaboration with the Centre for Ageing and Biographical Studies (Open University) and the Centre for Policy on Ageing (CPA). Gareth TerryUniversity of the West of England, Frenchay Campus, Coldharbour Lane Bristol, BS16 1QY, United Kingdom, gareth.terry@gmail.com. literatures that explore the 'male role model' response to the 'problem of boys', predominantly in education and in welfare settings, reveals that contemporary policy solutions continue to be premised on outdated theoretical foundations that reflect simplistic understandings of gender and gender relations. In this paper we advocate policy solutions that acknowledge the complexity and diversity of boys' and young men's experiences and that do not simplistically reduce their problems to a 'crisis in masculinity'.

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“…Numerous large-scale and international studies have demonstrated that male students do not perform significantly better for male teachers than they do for female teachers (see Allan, 1993;Butler & Christianson, 2003;Carrington & Skelton, 2003;Carrington, Tymms, & Merrell, 2005;Coulter & McNay, 1993;Ehrenberg, Goldhaber, & Brewer, 1995;Froude, 2002;Martin, 2003;Sokal et al, 2005). In contrast, Dee (2006) recently found that 13-year-old boys (and girls) performed better for same-gender teachers.…”

Section: Male Teachersmentioning

confidence: 99%

Long-term Effects of Male Reading Tutors, Choice of Text and Computer-based Text on Boys’ Reading Achievement

Sokal¹

2010

L & L

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Sixty-two inner-city Canadian boys identified as struggling readers participated in a 22-week intervention that examined the effects of male reading tutors, computer-based texts, and choice of reading materials. Immediately after the intervention, boys demonstrated between-group changes to reader self-perceptions and gendered views of reading but no between-group differences in achievement. Two years after the intervention’s completion, the boys’ reading comprehension achievement scores were again examined and compared to 62 non-participating boys matched at the time of the study’s onset. Results showed no significant differences between the two groups. Of the boys who participated in the intervention, working with male reading tutors and with computer-based texts did not result in higher achievement than working with female reading tutors or with print-based texts. However, boys who were not given a choice in their reading materials demonstrated reading achievement six months ahead of the boys who were given a choice.

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Re-thinking 'role models': equal opportunities in teacher recruitment in England and Wales

Cited by 123 publications

References 13 publications

A Faith Dimension on the Landscape of Teachers: Muslim Teachers on Recruitment, Retention and Career Advancement

A Faith Dimension on the Landscape of Teachers: Muslim Teachers on Recruitment, Retention and Career Advancement

Are Male Role Models Really the Solution?

Long-term Effects of Male Reading Tutors, Choice of Text and Computer-based Text on Boys’ Reading Achievement

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