Men times ten: does the presence of more men support inclusion of male educators in early childhood education and care?

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Gender and Education Pub Date : 2022-10-21 DOI:10.1080/09540253.2022.2137106

Victoria Sullivan, L. Coles, Yuwei Xu, K. Thorpe

引用次数: 1

Abstract

ABSTRACT Retention rates for men in early childhood education and care (ECEC) are low. Exit is associated with experience of feeling ‘other’ perpetuated by judgements of men’s sexuality, motives, and ability. In this paper, we take the unique circumstance of many men working together in ECEC to ask whether more men on staff improves experiences of inclusion. We analyse interviews with 10 men working in two Australian ECEC centres in which male educators comprise >20%, of the staff; ten times the international representation of men in the ECEC workforce. Our data identify a developmental process in which supports and mentorship, from female and male colleagues, are critical to retention early in career. Beyond, the building of a distinct male contribution underpins continuing career engagement. However, with the presence of more men new tensions emerge as the ‘alien invader’ becomes the face of the centre, potentially eclipsing the contribution of female colleagues.

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男性十倍：更多男性的存在是否支持男性教育工作者参与幼儿教育和护理？

儿童早期教育和护理（ECEC）中男性的保留率较低。退出与对男性性取向、动机和能力的判断所带来的感觉“他者”的体验有关。在本文中，我们以许多男性在欧共体共同工作的独特情况为例，询问更多的男性员工是否会改善包容性体验。我们分析了在澳大利亚两个ECEC中心工作的10名男性的访谈，在这两个中心，男性教育工作者占员工的20%以上；是欧共体劳动力中男性国际代表性的十倍。我们的数据确定了一个发展过程，在这个过程中，来自女性和男性同事的支持和指导对在职业生涯早期留住人才至关重要。除此之外，建立一个独特的男性贡献是持续职业参与的基础。然而，随着更多男性的出现，随着“外来入侵者”成为中心的代言人，新的紧张局势出现了，这可能会超过女性同事的贡献。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Gender and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

9.10%

发文量

期刊介绍： Gender and Education grew out of feminist politics and a social justice agenda and is committed to developing multi-disciplinary and critical discussions of gender and education. The journal is particularly interested in the place of gender in relation to other key differences and seeks to further feminist knowledge, philosophies, theory, action and debate. The Editors are actively committed to making the journal an interactive platform that includes global perspectives on education, gender and culture. Submissions to the journal should examine and theorize the interrelated experiences of gendered subjects including women, girls, men, boys, and gender-diverse individuals. Papers should consider how gender shapes and is shaped by other social, cultural, discursive, affective and material dimensions of difference. Gender and Education expects articles to engage in feminist debate, to draw upon a range of theoretical frameworks and to go beyond simple descriptions. Education is interpreted in a broad sense to cover both formal and informal aspects, including pre-school, primary, and secondary education; families and youth cultures inside and outside schools; adult, community, further and higher education; vocational education and training; media education; and parental education.

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