The Experiences of Men as a Gender Minority in Early Childhood Workplaces

Author

Julian LaFerlaFollow

Date of Award

10-23-2024

Document Type

Non Thesis

Degree Name

Master of Arts in Education

Department

Education

Program

Early Childhood Education

Capstone Instructor

Kelly Sadlovsky

Second Reader

DeShawn Woods

Keywords

early childhood education, childcare, gender, male, men, masculinity, teacher

Abstract

Men comprise a small percentage of the early childhood education and care workforce worldwide. Men represent only three percent of the preschool workforce in the United States (US Bureau of Labor Statistics, Department of Labor, 2023). A review of the literature revealed challenges men commonly face as a gender minority in a female-dominated field. These challenges include the transgression of traditional beliefs about masculinity, structural barriers like low pay and poor working conditions, and workplace challenges like exclusion, double standards, gatekeeping, and suspicion of sexual threat. Research showed that men can contribute to the field through pedagogic practices that support child development, such as risky play, and that the presence of men can enhance workplace diversity. In order to build a higher proportion of men in the field, findings identified ways to support men through targeted recruitment and retention efforts. Studies found that men benefit from adopting the identity of the professional. Workplace leaders can support teachers when they cultivate greater gender awareness in the workplace. Synthesis of the findings concluded that greater sensitivity to gender dynamics in early childhood workplaces paired with supportive actions would increase the recruitment and retention of men in the field.

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