Men In Early Childhood Education: Fathers &Teachers

Mid-America AEYC Curriculum Institute 2012

The Current Issue

According to the 2010 U.S Labor Statistics 712,000 early childhood educators were employed by profit and nonprofit centers in the United States. Out of the total 712,000 employed to teach preschool-Kindergarten, only 3 percent of the workforce were male Non- discriminatory practices are at the heart of early childhood education, yet myths and stereotypes continueto discourage men from entering or remaining in careers working with young children (Nelson 2004)

Argument and Rationale

Childrens awareness of gender begins in early childhood. When most of their caregivers are female, young children may make stereotypic assumptions about male and female roles (Chodorow 1978; Johnson 2008). A diverse workforce that promotes professional opportunities regardless of gender can help children develop an idea that women and men are expected to follow through with the same responsibilities.

Argument and Rationale

Although there is little evidence that shows that having a male teacher fosters student achievement, it is important to point out that brain research has shown that young boys are hard wired to move and problem solve. In general, boys are simply more physical than girls. Far more boys engage in rough-and-tumble play than do girls (Humphreys & Smith, 1984). Research has also shown us that boys are apt to suffer when codes of conduct reflect the sensibilities of an allfemale faculty.

Recommendations for Programs

Banish Stereotypes
Use professional publications, program brochures, flyers, books, toys, and play materials that reflect gender balance and emphasize the importance of men in the teacher workforce. Actively counter childrens and adults comments, attitudes, and beliefs that are based on stereotypes or that diminish non- traditional gender roles. Provide a non-stereotypic environ- ment for children, family members, and staff. Gender-equitable curricula, learning materials, and classroom experiences

Recommendations for Programs

Support a gender diverse work-force
Make male early childhood educators a standard, vital part of your teacher workforce. This exemplifies for children a world where women and men share caregiving responsibilities equally (Janairo et al. 2010) Having a balance of male and female early childhood educators helps expand childrens understanding of gender roles and challenges stereotypic messages they may see elsewhere.

Recommendations for Programs

Use positive representations of men
Promote positive images of men and children that are cared for and taught by fathers, father figures, and male early childhood educators Children will learn that nurturing behavior, caregiving, and teaching are attitudes and activities typical of men as well as women (Davidson & Nelson 2011; Weaver-Hightower 2011) Put pictures of nurturing males on classroom walls. Read picture books that show men caring for and spending time with children.

Next Steps in Recruiting and Retaining Men

Collaborate with teacher preparation programs to find methods to recruit more men. Use ad content that encourages both men and women to apply. For example, when you advertise, use phrases like Men encouraged to apply. Interview at least one male for every opening your early childhood program has for a new teacher. Create volunteer opportunities for males in the community. Talk to preservice educators about being early childhood educators

Next Steps in Recruiting and Retaining Men

College/University scholarships for males entering early childhood education A network and support group for men throughout centers and schools Teacher orientation and training programs should include an educational component on the importance of gender diversity. Programs should partner with city summer youth employment programs to actively recruit young men in early childhood settings.

Welcoming Fathers into programs

Educate fathers on the importance of their involvement Plan and implement father focused events Keep fathers in mind when planning possible projects and themes Use active fathers to recruit and educate other male caregivers. To provide a social outlet for fathers (dad club)

References

Chodorow, N. 1978. The Reproduction of Mother- ing: Psychoanalysis and the Sociology of Gender. Berkeley: University of California Press. Cunningham, B., & B. Dorsey. 2004. Out of Sight, but Not Out of Mind: The Harmful Absence of Men. Exchange (156): 4243. Jackson, D. (2008, April 22). The value of the male schoolteacher. The Boston Globe. Retrieved from http://www.boston.com/bostonglobe/editorial_opinion/oped/articles/2008/04/22/the_value_of_the_male_schoolteac her/ Johnson, S.P. 2008. The Status of Male Teachers in Public Education Today. Education Policy Brief 6 (4). Bloomington, IN: Center for Evaluation & Education Policy (CEEP), Indiana University. www.ceep.indiana.edu/projects/ PDF/PB_V6N4_Winter_2008_EPB.pdf. Johnson, S.P., R. Middleton, N. Nicholson, & D. Sandrick. 2010. Still So Few Males: Now What? Young Children 65 (3): 1823. Kennedy, N.M. (1991). Policy issues in teacher education. Phi Delta Kappan, 72; Neugebauer R. (1994, May-June). Recruiting and retaining men in your center. Child Care Information Exchange, 97, 5-11. Nelson, B.G. 2004. Myths about Men Who Work with Young Children. Child Care Information Exchange (160): 1618. Piburn, D. 2006. Gender Equality for a New Generation: Expect Male Involvement in ECE. Exchange (168): 1822. U.S. Bureau of Labor Statistics. (2007). Employed persons by detailed occupation, sex, race, and Hispanic or Latino ethnicity.