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ERIC Number: ED440759
Record Type: RIE
Publication Date: 2000-Apr
Pages: 57
Abstractor: N/A
Recommendations for Improving the Recruitment of Male Early Childhood Education Professionals: The Female Viewpoint.
Barnard, Cynthia; Hovingh, Lori; Nezwek, Michele; Pryor-Bayard, Deborah; Schmoldt, Jill; Stevens, James; Sturrus, Wendy; Wabeke, Susan; Weaver, Lorie
Based on the view that more male role models are needed for young children and that there would be pedagogical benefits to having greater numbers of male early childhood teachers, this study examined female teachers' perceptions of barriers to men entering early childhood education (ECE) and their recommendations for recruiting males into ECE positions. Participating in the study were 46 female teachers in grades preschool through 2 in 3 Michigan counties. Teachers were asked to respond on a Likert scale to statements regarding males' decision to teach young children, benefits for male early childhood educators, and societal attitudes toward male teachers of young children. The findings indicated that respondents thought that salaries were inadequate to recruit males to or retain males in early childhood positions. Respondents believed that men's decision to enter the field was influenced by same gender role models and prior experience with young children. They thought that men would be discouraged by low numbers of male colleagues, but that male ECE teachers feel accepted by parents and the educational community. Respondents agreed that males must act differently in their interactions with young children and that they are more likely to avoid ECE because of the risk of sexual abuse allegations. They agreed that media campaigns appealing to masculine and nurturing aspects of ECE would help to recruit men teachers and that ECE teacher preparation programs need to actively recruit men. (The survey is appended. Contains 41 references.) (KB)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Masters Project, Grand Valley State University.