The Absence of boys in Early Childhood Education and Care: a matter of masculinities

Authors

  • David Martín Vidaña Universidad de Jaén

https://doi.org/10.17583/generos.12214

Keywords:


Abstract

Currently, the scarce presence of male teachers in Early Childhood Education is a reality that can be easily verified. Data provided by the Organization for Economic Cooperation and Development (2023) indicate that Spain has no more than 6% of male professionals dedicated to early childhood education. However, the social transformations proclaimed in terms of gender equality have made it possible to incorporate a small number of men into the world of care. The aim of this research is to provide a general overview of the situation of male early childhood education teachers in the current context, which is marked by sociocultural and ideological resistance. For this purpose, we start from scientific literature that allows us to know the current situation of this profession, highly feminized and deprofessionalized, and we analyze the data offered by the OECD, the National Institute of Statistics, and the yearbooks of the Universities of Granada and Jaén. In conclusion, it is worth highlighting the need to question the existing prejudices, behaviors and attitudes that limit the incorporation of men in Early Childhood Education centers, as well as to analyze the expectations and improvements that produce their incorporation for the professionalization of this sector.

Downloads

Download data is not yet available.

References

Armengol, J. M. (2022). Reescrituras de la masculinidad. Hombres y feminismo. Alianza Editorial.

Google Scholar Crossref

Bhana, D., Moosa, S., Xu, Y. y Emilsen, K. (2022). Men in early childhood education and care: on navigating a gendered terrain, European Early Childhood Education Research Journal, 30(4), 543-556. https://doi.org/10.1080/1350293X.2022.2074070

Google Scholar Crossref

Blanche, M. T., & Durrheim, K. (2006). Histories of the present: Social science research in context. In M. T. Blanche, K. Durrheim, y D. Painter (Eds.), Research in practice: Applied methods for the social sciences (pp.1-17). American Psychological Association.

Google Scholar Crossref

Braun, V. & Clarke, V. (2022). Thematic analysis: A practical guide. SAGE

Google Scholar Crossref

Brody, D. (2014). Men who teach young children: An international perspective. Trentham.

Google Scholar Crossref

Buschmeyer, A. (2013). Zwischen Vorbild und Verdacht: Wie Männer im Erzieherberuf Männlichkeit konstruieren. Springer-Verlag.

Google Scholar Crossref

Camps, J. y Vidal, E. (2015). Marte y Venus en el aula: las percepciones del alumnado sobre los efectos psicosociales de la escolarización mixta y diferenciada. Revista Española de Pedagogía, 73(260), 53-71.

Google Scholar Crossref

Comas d’Argemir, D. (2016). Hombres cuidadores: barreras de género y modelos emergentes. Psicoperspectivas: Individuo y Sociedad, 15(3), 10-22.

Google Scholar Crossref

Connell, R., Messerschmidt, . J. W., de Stéfano Barbero, M. y Morcillo, S. (2021). Masculinidad hegemónica. Repensando el concepto. RELIES: Revista Del Laboratorio Iberoamericano Para El Estudio Sociohistórico De Las Sexualidades, (6), 32–62. https://doi.org/10.46661/relies.6364

Google Scholar Crossref

Coutler, R. P. y Greig, C. J. (2008). The Man in Question: An Historical Overview. Alberta Journal of Educational Research 54(4): 420-431. https://doi.org/10.11575/ajer.v54i4.55248

Google Scholar Crossref

Cruickshank, V., Pedersen, S., Cooley, D. y Hill, A. (2020). How do male primary teachers negotiate expectations to perform gendered roles in their schools? The Australian Educational Researcher, 47, 307-322. https://doi.org/10.1007/s13384-019-00337-z

Google Scholar Crossref

Evans, R. y Jones, D. (2008). Men in caring, parenting and teaching: exploring men’s roles with young children, Early Child Development and Care, 178(7-8), 659-664. https://doi.org/10.1080/03004430802351998

Google Scholar Crossref

Giguère, E., Pelletier, M., Bilodeau, K. y St-Arnaud, L. (2023). Breaking through the glass ceiling, but at what cost? From transitions between hierarchical levels to the diversity of ascending, lateral, or descending career paths of women executives. Australian Journal of Career Development, 32(1), 60-68.

Google Scholar Crossref

González Rosado, R. I. (2017). La construcción y desarrollo de la identidad profesional docente en Educación Infantil: características y peculiaridades en el caso de los hombres. [Trabajo Fin de Máster, Universidad de Las Islas Baleares].

Google Scholar Crossref

Griffith, D. M., Gilbert, K. L., Bruce, M. A. y Thorpe, R. J. (2016). Masculinity in Men’s Health: Barrier or Portal to Healthcare? In J. Heidelbaugh (Ed.), Men's Health in Primary Care. Current Clinical Practice (pp. 9-31). Springer.

Google Scholar Crossref

Haase, M. (2008). I don’t do the mothering role that lots of female teachers do’: male teachers, gender, power and social organisation. British Journal of Sociology of Education, 29(6), 597-608. https://doi.org/10.1080/01425690802423270

Google Scholar Crossref

Hedlin, M., Åberg, M. y Johansson, C. (2019). Fun guy and possible perpetrator: an interview study of how men are positioned within early childhood education and care. Education Inquiry 10(4):1-21. http://dx.doi.org/10.1080/20004508.2018.1492844

Google Scholar Crossref

Heikkilä, M. y Hellman, A. (2017). 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), 1208-1220. https://doi.org/10.1080/03004430.2016.1161614

Google Scholar Crossref

Hunter, S. C., Riggs, D. W. y Augoustinos, M. (2017). Hegemonic masculinity versus a caring masculinity: Implications for understanding primary caregiving fathers. Social and Personality Psychology Compass, 11(3), e12307. https://doi.org/10.1111/spc3.12307

Google Scholar Crossref

Jones, D. (2007). High risk men: male teachers and sexuality in early years contexts. International Journal of Adolescence and Youth, (13)4, 239-255. https://doi.org/10.1080/02673843.2007.9747979

Google Scholar Crossref

Kimmel, M. (2008). Los estudios de la masculinidad: una introducción. En A. Carabí y J. M. Armengol (Eds.), La masculinidad a debate (pp. 15-31). Icaria.

Google Scholar Crossref

Kundu, A. y Basu, A. (2022). Feminisation of the Teaching Profession and Patriarchy. International Journal of Educational Sciences, 36(1-3). 8-18.

Google Scholar Crossref

Ljunggren, B. y Eidevald, C. (2023). Men’s career choices in early childhood education and care – an embodied intersectionality perspective. Gender and Education, 35(1), 37-52. https://doi.org/10.1080/09540253.2022.2142531

Google Scholar Crossref

Martín Palomo, M.T. y Krabel, J. (2015). Männer in Kitas: Desafíos para la igualdad de la profesionalización del cuidado infantil. En E. González García; A. García Muñiz; J. García Sansano; y L. Iglesias Villalobos (Coords.), Mundos emergentes: cambios, conflictos y expectativas (pp. 420-431). ACMS publicaciones.

Google Scholar Crossref

Martín Vidaña, D. (2021). Masculinidades cuidadoras. La implicación de los hombres españoles en la provisión de los cuidados. Un estado de la cuestión. Revista Prisma Social, 33, 228–260.

Google Scholar Crossref

Martino, W. y Kehler, M. (2006). Male teachers and the" boy problem": An issue of recuperative masculinity politics. McGill Journal of Education , 41(2), 113-131.

Google Scholar Crossref

McDonald, J. (2013). Conforming to and resisting dominant gender norms: How male and female nursing students do and undo gender. Gender, work & organization, 20(5), 561-579. https://doi.org/10.1111/j.1468-0432.2012.00604.x

Google Scholar Crossref

McGrath, K. F., Moosa, S., Van Bergen, P. y Bhana, D. (2020). The Plight of the Male Teacher: An Interdisciplinary and Multileveled Theoretical Framework for Researching a Shortage of Male Teachers. The Journal of Men’s Studies, 28(2), 149–164. https://doi.org/10.1177/1060826519873860

Google Scholar Crossref

Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., Stewart, L. A., & PRISMA-P Group. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4(1), 1. https://doi.org/10.1186/2046-4053-4-1

Google Scholar Crossref

Moosa, S. y Bhana, D. (2018). They won't take you as a man, as a real man’why men can't teach young children in foundation phase. International Journal of Inclusive Education, 22(6), 577-593. https://doi.org/10.1080/13603116.2017.1390002

Google Scholar Crossref

Moosa, S. y Bhana, D. (2023). Men who teach Early Childhood Education: Mediating Masculinity, Authority and Sexuality. Teaching and Teacher Education, 122, 103959. https://doi.org/10.1016/j.tate.2022.103959

Google Scholar Crossref

Msiza, V. (2020). I don’t like them coming to me and saying hey, I like you’: male teachers in relegated positions of masculinity. Agenda, 34(2), 86-93. https://doi.org/10.1080/10130950.2019.1706991

Google Scholar Crossref

Nentwich, J. C., Poppen, W., Schälin, S. y Vogt, F. (2013). The same and the other: male childcare workers managing identity dissonance. International Review of Sociology, 23(2), 326-345. https://doi.org/10.1080/03906701.2013.804295

Google Scholar Crossref

Neuman, W. L. (2021). Social research methods: Qualitative and quantitative aproaches (7th edition). Pearson.

Google Scholar Crossref

Nuño, L. (2010). El mito del varón sustentador: orígenes y consecuencias de la división sexual del trabajo. Icaria.

Google Scholar Crossref

Peeters, J., Rohrmann, T. y Emilsen, K. (2015). Gender balance in ECEC: why is there so little progress? European Early Childhood Education Research Journal, 23(3), 302-314. https://doi.org/10.1080/1350293X.2015.1043805

Google Scholar Crossref

Pruit, J. C. (2015). Preschool teachers and the discourse of suspicion. Journal of Contemporary Ethnography, 44(4), 510–534. https://doi.org/10.1177/0891241614545882

Google Scholar Crossref

Ranea, B. (2021). Desarmar la masculinidad. Los hombres ante la era del feminismo. Catarata.

Google Scholar Crossref

Ranea, B. (2022). Estudios de la masculinidad y teoría feminista. En I.Tejahuerce y B. Alonso (Coords.), Hombres, masculinidad(es) e igualdad (pp.31-50). Aranzadi-Thomson Reuters.

Google Scholar Crossref

Renold, E. (2001). Learning the 'Hard' Way: Boys, hegemonic masculinity and the negociation of learner idents in the primary school. British Journal of Sociology of Education, 22(3), 369-385. https://doi.org/10.1080/01425690120067980

Google Scholar Crossref

Rohrmann, T. (2020). Men as promoters of change in ECEC? An international overview. Early Years, 40(1), 5-19. https://doi.org/10.1080/09575146.2019.1626807

Google Scholar Crossref

Salazar, O. (2013). Masculinidades y ciudadanía: los hombres también tenemos género. Diykinson.

Google Scholar Crossref

Sambade, I. (2020). Masculinidades, violencia e igualdad. El (auto) control de los hombres como estrategia de poder social. Universidad de Valladolid.

Google Scholar Crossref

Sanchidrián, C. (2017). Las maestras de párvulos: ¿madres o maestras? Revista Linhas, 18(38), 11-40.

Google Scholar Crossref

Sanchidrián, C. (2022). La educación infantil en el origen del sistema educativo. En Y. Hernández Laina (Coord.), La escuela de Educación Infantil en España (pp. 17-50). Universidad Nacional de Educación a Distancia.

Google Scholar Crossref

Sanfélix, J. (2020). La brújula rota de la masculinidad. Tirant Humanidades.

Google Scholar Crossref

Skelton, C. (2011). The 'feminisation of schooling' or 're-masculinising' primary education? International Studies in Sociology of Education, 12(1), 77-96. https://doi.org/10.1080/09620210200200084

Google Scholar Crossref

Subirats, M. (2017). Coeducación, apuesta por la libertad. Octaedro.

Google Scholar Crossref

Tennhoff, W., Nentwich, J. y Vogt, F. (2015). Doing Gender and Professionalism: Exploring the Intersectionalities of Gender and Professionalization in Early Childhood Education. European Early Childhood Education Research Journal 23(3), 340–350. https://doi.org/10.1080/1350293X.2015.1043808

Google Scholar Crossref

Tobío, C. (2012). Cuidado e identidad de género. De las madres que trabajan a los hombres que cuidan. Revista Internacional de Sociología, 70(2), 399-422. https://doi.org/10.3989/ris.2010.08.26

Google Scholar Crossref

Tobío, C., Alcañiz, M. y Martín Palomo, M. T. (2021). La mirada de género en Sociología. Editorial Síntesis.

Google Scholar Crossref

Tobío, C., Gómez, M. V., Agulló, M. S. y Martín Palomo, M. T. (2010). El cuidado de las personas. Un reto para el siglo XXI. La Caixa.

Google Scholar Crossref

Warin, J., y Gannerud, E. (2014). Gender, teaching and care: A comparative global conversation. Gender and Education, 26(3), 193-199. https://doi.org/10.1080/09540253.2014.928023

Google Scholar Crossref

Xu, Y., Warin, J. y Robb, M. (2020). Beyond gender binaries: pedagogies and practices in early childhood education and care (ECEC), Early Years, 40(1), 1-4. https://doi.org/10.1080/09575146.2020.1728077

Google Scholar Crossref

Yang, Y. y McNair, D. E. (2019). Male teachers in Shanghai public kindergartens: a phenomenological study. Gender and Education 31(2), 274-291. https://doi.org/10.1080/09540253.2017.1332339

Google Scholar Crossref

Published

2023-10-25

Almetric

Dimensions

How to Cite

Martín Vidaña, D. (2023). The Absence of boys in Early Childhood Education and Care: a matter of masculinities. Multidisciplinary Journal of Gender Studies, 12(3), 302–321. https://doi.org/10.17583/generos.12214

Issue

Section

Articles