abstract: 'The lack of diversity in professions that have been dominated by one

  social group has created a crisis that calls for partnerships between

  government and civil society actors to create innovative models of

  workforce development and timely policy decisions to dismantle

  long-standing barriers of exclusion and income gaps based on race,

  gender, class, religion, sexual orientation, and other constructs. The

  field of early childhood education (ECE) has been impacted by long-run

  social problems such as gender-imbalance (Skelton, 2011; Rohrmann, 2012;

  Mottint, 2013), cultural barriers (Pruit, 2015; Drudy, 2008),

  stereotypes about male teachers'' nurturing abilities (Sargent, 2004;

  Johnson, Middleton, Nicholson, \& Sandrick, 2010), homophobic reactions

  (Pruit, 2015; King, 1998) and low-paying jobs (Whitebook et al., 2016;

  Cooney \& Bittner, 2001), which have collectively deterred men from

  working with young children. Empirical research can provide much-needed

  data to help practitioners and policymakers make sentient decisions to

  take on these social challenges. This paper shares findings from a

  place-based study that uses mixed methods (e.g., surveys, interviews,

  and on-site observations) to examine strategic efforts toward increasing

  men''s engagement in the ECE workforce. One of the study''s key research

  question is: How can empirical data inform governmental agencies and

  civil society to garner more supports for augmenting male participation

  in the ECE field? Over a twelve-month period, the study has gleaned and

  analyzed empirical data from more than 60 culturally and linguistically

  diverse male educators and program administrators (both male and female)

  who work in a variety of early education and care programs operating in

  low, moderate, and high-resource neighborhoods throughout New York City.

  The research uses SPSS, NVivo and SurveyMonkey in its analysis to

  triangulate demographic information and employment-related themes that

  emerge from the data. This methodology has helped to uncover recurrent

  patterns in the analysis of factors that influence men''s engagement in

  the ECE field. The paper concludes that gender-flexible policy and

  equitable salary will reinforce institutional efforts that aim to

  enhance men''s involvement in the early childhood education workforce.'
affiliation: 'Plaisir, JY (Corresponding Author), Borough Manhattan Community Coll
  CUNY, New York, NY 10007 USA.

  Plaisir, Jean-Yves, Borough Manhattan Community Coll CUNY, New York, NY 10007 USA.'
author: Plaisir, Jean-Yves
author_list:
- family: Plaisir
  given: Jean-Yves
booktitle: '12TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE

  (INTED)'
da: '2023-09-28'
editor: Chova, LG and Martinez, AL and Torres, IC
files: []
isbn: 978-84-697-9480-7
issn: 2340-1079
keywords: Men; early childhood education; recruitment; gender; policy; diversity
language: English
note: '12th International Technology, Education and Development Conference

  (INTED), Valencia, SPAIN, MAR 05-07, 2018'
number-of-cited-references: '22'
pages: 1747-1755
papis_id: 789a2373a38ad88170be9ef97555f961
ref: Plaisir2018garneringsupports
series: INTED Proceedings
times-cited: '0'
title: GARNERING SUPPORTS FOR MALE ROLE MODELS IN EARLY EDUCATION AND CARE SETTINGS
type: proceedings
unique-id: WOS:000447408801116
usage-count-last-180-days: '0'
usage-count-since-2013: '1'
web-of-science-categories: Education \& Educational Research
year: '2018'