Purpose
The study investigates the underrepresentation of men in the kindergarten sector and focuses on how men navigate a gender-segregated profession. The study explores how men meet gender norms in kindergarten, what challenges they face, and how societal and institutional structures affect their professional career choices. The study also analyses why some men remain in the profession while others choose to leave it, and how their presence interacts with existing gender ideologies.
Result
Male kindergarten staff face significant challenges due to expectations regarding masculinity and gender. Many men find that their presence is problematised and considered unconventional in the feminised kindergarten profession. The results show that men often have to navigate through prejudice and stereotypes, affecting both their self-image and relationships in the workplace. Some men choose to leave the profession because of these challenges, while others try to adapt by positioning themselves in more ‘masculine’ roles. The study highlights the need for gender-sensitive strategies that can challenge and change gender segregation in the kindergarten sector.
Design
The study used qualitative methods and included in-depth interviews with 37 men from 12 different countries. Some of the men had left the kindergarten sector. The interviews were analysed using thematic analysis and NVivo software, which identified key topics related to gender norms, professional challenges and men’s experiences in a feminised professional arena.
References
Bhana, D., Moosa, S., Xu, 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.
Financed by
National Research Foundation, South Africa