99 lines
3.5 KiB
YAML
99 lines
3.5 KiB
YAML
abstract: 'The lack of diversity in professions that have been dominated by one
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social group has created a crisis that calls for partnerships between
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government and civil society actors to create innovative models of
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workforce development and timely policy decisions to dismantle
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long-standing barriers of exclusion and income gaps based on race,
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gender, class, religion, sexual orientation, and other constructs. The
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field of early childhood education (ECE) has been impacted by long-run
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social problems such as gender-imbalance (Skelton, 2011; Rohrmann, 2012;
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Mottint, 2013), cultural barriers (Pruit, 2015; Drudy, 2008),
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stereotypes about male teachers'' nurturing abilities (Sargent, 2004;
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Johnson, Middleton, Nicholson, \& Sandrick, 2010), homophobic reactions
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(Pruit, 2015; King, 1998) and low-paying jobs (Whitebook et al., 2016;
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Cooney \& Bittner, 2001), which have collectively deterred men from
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working with young children. Empirical research can provide much-needed
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data to help practitioners and policymakers make sentient decisions to
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take on these social challenges. This paper shares findings from a
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place-based study that uses mixed methods (e.g., surveys, interviews,
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and on-site observations) to examine strategic efforts toward increasing
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men''s engagement in the ECE workforce. One of the study''s key research
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question is: How can empirical data inform governmental agencies and
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civil society to garner more supports for augmenting male participation
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in the ECE field? Over a twelve-month period, the study has gleaned and
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analyzed empirical data from more than 60 culturally and linguistically
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diverse male educators and program administrators (both male and female)
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who work in a variety of early education and care programs operating in
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low, moderate, and high-resource neighborhoods throughout New York City.
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The research uses SPSS, NVivo and SurveyMonkey in its analysis to
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triangulate demographic information and employment-related themes that
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emerge from the data. This methodology has helped to uncover recurrent
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patterns in the analysis of factors that influence men''s engagement in
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the ECE field. The paper concludes that gender-flexible policy and
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equitable salary will reinforce institutional efforts that aim to
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enhance men''s involvement in the early childhood education workforce.'
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affiliation: 'Plaisir, JY (Corresponding Author), Borough Manhattan Community Coll
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CUNY, New York, NY 10007 USA.
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Plaisir, Jean-Yves, Borough Manhattan Community Coll CUNY, New York, NY 10007 USA.'
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author: Plaisir, Jean-Yves
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author_list:
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- family: Plaisir
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given: Jean-Yves
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booktitle: '12TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE
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(INTED)'
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da: '2023-09-28'
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editor: Chova, LG and Martinez, AL and Torres, IC
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files: []
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isbn: 978-84-697-9480-7
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issn: 2340-1079
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keywords: Men; early childhood education; recruitment; gender; policy; diversity
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language: English
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note: '12th International Technology, Education and Development Conference
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(INTED), Valencia, SPAIN, MAR 05-07, 2018'
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number-of-cited-references: '22'
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pages: 1747-1755
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papis_id: 789a2373a38ad88170be9ef97555f961
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ref: Plaisir2018garneringsupports
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series: INTED Proceedings
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times-cited: '0'
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title: GARNERING SUPPORTS FOR MALE ROLE MODELS IN EARLY EDUCATION AND CARE SETTINGS
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type: proceedings
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unique-id: WOS:000447408801116
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usage-count-last-180-days: '0'
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usage-count-since-2013: '1'
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web-of-science-categories: Education \& Educational Research
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year: '2018'
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