Stereotypes blamed for shortage of men in early years

Research carried out by Dr Krishan Sood from Nottingham Trent University’s School of Education and Malini Mistry, School of Education, University of Bedfordshire. The study aimed to identify the reasons for the low numbers of men working as early years practitioners in schools.

They questioned a group of 18 male early years trainees both at the first and final stages of their undergraduate Initial Teacher Training (ITT) courses in one university. Thirteen male primary school head teachers were also questioned.

Dr Sood said, ‘Good leadership and support through mentoring and explicit role clarity by head teachers and staff are good starting points to encourage more males into early years teaching. Stereotypes, perceived or real, of gender inequality, homophobia or identity need to be challenged and addressed by leadership in organisations. Our findings also suggest the need for networking and partnerships.’

One of the main reasons highlighted were the stereotypes which could prevent males from entering the profession. These include the risk of being wrongly accused of indecent behaviour, that men can be perceived as being threatening to some young children, and the perception that early years is a career path for women, because they are perceived as more nurturing.

The trainees also said that there needed to be more opportunity to work with more positive male role models and to be able to work with a male leader during at least one placement. They also suggested that all male ITT students should experience early years education.

However, all the head teachers questioned said that gender was not an issue for them. Instead qualities such as empathy, professionalism, good emotional intelligence and an understanding of early years and how children learn and develop were more important.

Malini Mistry said, ‘The study came about from issues that were discussed in an EY session with final year students. It opens up an interesting scope for further work to identify the features of the more effective leadership based on gender difference and a key challenge in our view is how the leaders of the future in the early years sector are going to manage diversity, including gender.’

• The study, ‘Why are there still so few men within the early years in primary schools: views from male trainee teachers and male leaders?’ is published in Education 3-13: International Journal of Primary, Elementary and Early Years Education.