Date of Conferral

2020

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Dr. Patricia Anderson

Abstract

The problem that was the focus of this study is the lack of male teachers in early childhood classrooms. This problem is important because it suggests failure of gender equity in early childhood hiring. The purpose of this qualitative study was to increase understanding of the perspectives of teachers, directors, and parents that may contribute to the lack of male teachers in early childhood classrooms. The conceptual framework of this study comprised work of Koch and Zeelenberg et al. on gender-based stereotyping and risky decision-making in hiring. Data were gathered from interviews with 20 participants, including childcare center directors, female preschool teachers, male preschool teachers, and parents of preschool children. Research questions addressed participant preference for men as preschool teachers; participant descriptions of men’s qualifications as preschool teachers; participant willingness to work with, hire, or enroll their child when a man is the preschool teacher; and how participant gender affected gender perspectives in preschool teachers. Thematic analysis was applied to interview data. Results indicated general for male preschool teachers among all stakeholders but suggested concerns regarding men’s motivation, including sexual motivation, to work with small children in a predominantly female field, and concern for disruption of traditional gender roles. The results of this study indicated that addressing low male participation as preschool teachers requires training to overcome implicit gender bias, and explicit efforts hire men as teachers. This study may contribute to positive social change because it suggests gender equity training and recruitment and support efforts may increase the number of male teachers in early childhood and increase gender diversity among adults who serve as classroom leaders and role models for young children.

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