Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2023, Cilt: 5, 80 - 103, 20.10.2023
https://doi.org/10.48166/ejaes.1352506

Öz

Kaynakça

  • Anliak, Ş., & Şahin Beyazkürk, D. (2008). Career perspectives of male students in early childhood education. Educational Studies, 34(4), 309-317. https://doi.org/10.1080/03055690802034518
  • Bearman, S., & Amrhein, M. (2014). Girls, women, and internalized sexism. In E. J. R. David (Ed.), Internalized oppression: The psychology of marginalized groups (pp. 191–225). Springer Publishing Company. https://doi.org/10.1891/9780826199263.0008
  • Boyd, W., & Newman, L. (2019). Primary+ Early Childhood= chalk and cheese? Tensions in undertaking an early childhood/primary education degree. Australasian Journal of Early Childhood, 44(1), 19-31. http://dx.doi.org/10.1177/1836939119841456
  • Braun, V., & Clarke, V. (2013). Successful Qualitative Research: A Practical Guide for Beginners. London: Sage.
  • Brody, D., Emilsen, K., Rohrmann, T., & Warin, J. (2021). Exploring career trajectories of men in the early childhood education and care workforce. Why they leave and why they stay. Routledge.
  • Buldur, A., Keskin, M. E., & Börekçi, E. (2021). Okul Öncesi Öğretmen Adaylarının Meslek Tercih Nedenleri: İçsel ve Dışsal Faktörler. Eğitim ve Toplum Araştırmaları Dergisi, 8(1), 167-178. https://doi.org/10.51725/etad.906161
  • Cohen. D. (1992). Why There Are So Few Male Teachers in Early Grades. The Education Digest, 57(6), 11.
  • Connell, R. W. (1995). Masculinities. Cambridge: Polity Press.
  • Connell, R. W., & Messerschmidt, J. W. (2005). Hegemonic masculinity: Rethinking the concept. Gender & society, 19(6), 829-859. https://doi.org/10.1177/0891243205278639
  • Cooney, M. H., & Bittner, M. T. (2001). Men in early childhood education: Their emergent issues. Early Childhood Education Journal, 29, 77-82. https://doi.org/10.1023/A:1012564610349
  • Demirkasımoğlu, N., & Taşkın, P. (2019). The career journey of the first male preschool teacher in Turkey: An optimistic perspective to a female dominated occupation. Eğitimde Nitel Araştırmalar Dergisi – Journal of Qualitative Research in Education, 7(1), 420-437. https://doi.org/10.14689/issn.2148-2624.1.7c1s.19m
  • Deng, X., Tang, Y., Wang, L., & Zhou, F. (2023). Gender Stereotypes of Male Preschool Teachers: Taking the Investigation of Changsha International Kindergarten as an Example. Journal of Education, Humanities and Social Sciences, 8, 541-548. https://doi.org/10.54097/ehss.v8i.4303
  • Dökmen, Z. Y. (2004). Toplumsal cinsiyet, sosyal psikolojik açıklamalar. Sistem yayıncılık.
  • Erden, S., Özgün, O., & Aydilek-Çiftci, M. (2011). “I am a man, but I am a pre-school education teacher”: Self- and social-perception of male pre-school teachers. Procedia-Social and Behavioral Sciences, 15, 3199-3204. https://doi.org/10.1016/j.sbspro.2011.04.271
  • Freeman, S. J. M. (1990). Managing lives: Corporate women and social change. Amherst: University of Massachusetts Press
  • Fu, C. S., & Li, K. C. (2010). Learning Experiences of Male Pre-service Preschool Teachers in Taiwan. New Horizons in Education, 58(2), 34-42.
  • Fu, C. S. (2012). How Did ‘He’Learn? The Male Pre-service Preschool Teachers’ Experiences: Feminist Pedagogy Point of View. Journal of Education and Practice, 3(4), 3038.
  • Garvis, S., & Pendergast, D. (2015). Thinking differently about infants and toddlers: exploring the reflections of future Australian early childhood teachers. Australian Journal of Teacher Education, 40(4), 119-132.
  • Gottfredson, L. S. (1996). Gottfredson’s theory of circumscription and compromise. In D. Brown & L. Brooks (Eds.), Career choice and development (3rd. ed.). San Francisco: JosseyBass.
  • Gottfredson, L. S., & Lapan, R. T. (1997). Assessing gender-based circumscription of occupational aspirations. Journal of career assessment, 5(4), 419-441.
  • Haase, M. (2008). ‘I don’t do the mothering role that lots of female teachers do’: male teachers, gender, power and social organization. British Journal of Sociology of Education, 29(6), 597-608. https://doi.org/10.1080/01425690802423270
  • Harris, K., & Barnes, S. (2009). Male teacher, female teacher: Exploring children’s perspectives of teachers’ roles in kindergartens. Early Child Development and Care, 179(2), 167-181. Kosut, M. (Ed.). (2012). Encyclopedia of ender in media. SAGE Publications. https://doi.org/10.4135/9781452218540
  • Leung, S. A., & Plake, B. S. (1990). A choice dilemma approach for examining the relative importance of sex type and prestige preferences in the process of career choice compromise. Journal of Counseling Psychology, 37(4), 399.
  • MEB. (2022). Millî Eğitim İstatistikleri Örgün Eğitim 2021/2022. Available online: https://sgb.meb.gov.tr/meb_iys_dosyalar/2022_09/15142558_meb_istatistikler i_orgun_egitim_2021_2022.pdf (accessed on 15 April 2023)
  • Miles, M. B., & Huberman, A. M. (2015). Nitel veri analizi. S. Akbaba-Altun, A. Ersoy (Çev. Ed.). Ankara: PegemA.
  • Nordberg, M. (2002). Constructing masculinity in women’s worlds: Men working as pre-school teachers and hairdressers. NORA: Nordic journal of women’s studies, 10(1), 26-37. https://doi.org/10.1080/080387402317533862
  • Okeke, C. I., & Nyanhoto, E. (2021). Recruitment and retention of male educators in preschools: Implications for teacher education policy and practices. South African Journal of Education, 41(2), 1-12. https://doi.org/10.15700/saje.v41n2a1910
  • Seno, N., Utanto, Y., & Pranoto, Y. (2022). Male teachers’ perspectives about wellbeing. https://doi.org/10.2991/assehr.k.211125.044
  • Simpson, R. (2004). Masculinity at work: The experiences of men in female dominated occupations. Work, employment and society, 18(2), 349-368. https://doi.org/10.1177/09500172004042773
  • Türk, B. (2007). Eril tahakkümü yeniden düşünmek: erkeklik çalışmaları için bir imkân olarak Pierre Bourdieu. Toplum ve Bilim Dergisi, 112, 119-146.
  • Warin, J. (2018). Men in early childhood education and care: Gender balance and flexibility. Springer.
  • Weaver-Hightower, M. B. (2011). Male preservice teachers and discouragement from teaching. The Journal of Men’s Studies, 19(2), 97-115. https://doi.org/10.3149/jms.1902.97
  • Williams, C. L. (1992). The glass escalator: Hidden advantages for men in the “female” professions. Social problems, 39(3), 253-267.
  • Williams, C. L. (2013). The glass escalator, revisited: Gender inequality in neoliberal times, SWS feminist lecturer. Gender & Society, 27(5), 609-629. https://doi.org/10.1177/0891243213490232
  • Yang, Y. (2018). Challenges of men in early childhood education: Case study of an American male early childhood teacher. Proceedings of the 2018 2nd International Conference on Education, Economics and Management Research (pp. 267-269) https://doi.org/10.2991/iceemr-18.2018.59

Men and Masculinities in Professional Fields Characterized by Femininity: An Example of Male Teacher Candidates in Early Childhood Education

Yıl 2023, Cilt: 5, 80 - 103, 20.10.2023
https://doi.org/10.48166/ejaes.1352506

Öz

This qualitative study delves into the perceptions and experiences of male students enrolled in early childhood education, a domain often considered feminine. The research aims to uncover these students' perspectives on their chosen profession and their encounters within it. Conducted at a state university in the central Black Sea region of Turkey, the study engaged participants from the fourth year of the preschool education program. A total of 12 male students, ranging in age from 21 to 24 years, were selected for the research. Over the course of 24 weeks, these students completed practical teaching sessions at a local kindergarten.
Data collection utilized a semi-structured interview format, designed to explore participants' motivations for selecting the preschool education field and their lived experiences in relation to both their academic journey and their masculinity.
The collected data underwent content analysis, guided by themes derived from participants' responses and aligned with the research questions. Inter-coder reliability was established by re-coding transcriptions of three randomly selected interviews, resulting in a reliability coefficient of 0.85—exceeding the recommended threshold of 0.80 for such analyses.
This study contributes to understanding the perspectives of male students in a predominantly female-centric field, shedding light on their motivations, experiences, and sense of identity. It highlights the nuanced landscape of early childhood education and opens avenues for further exploration into gender dynamics within academic and professional realms.

Kaynakça

  • Anliak, Ş., & Şahin Beyazkürk, D. (2008). Career perspectives of male students in early childhood education. Educational Studies, 34(4), 309-317. https://doi.org/10.1080/03055690802034518
  • Bearman, S., & Amrhein, M. (2014). Girls, women, and internalized sexism. In E. J. R. David (Ed.), Internalized oppression: The psychology of marginalized groups (pp. 191–225). Springer Publishing Company. https://doi.org/10.1891/9780826199263.0008
  • Boyd, W., & Newman, L. (2019). Primary+ Early Childhood= chalk and cheese? Tensions in undertaking an early childhood/primary education degree. Australasian Journal of Early Childhood, 44(1), 19-31. http://dx.doi.org/10.1177/1836939119841456
  • Braun, V., & Clarke, V. (2013). Successful Qualitative Research: A Practical Guide for Beginners. London: Sage.
  • Brody, D., Emilsen, K., Rohrmann, T., & Warin, J. (2021). Exploring career trajectories of men in the early childhood education and care workforce. Why they leave and why they stay. Routledge.
  • Buldur, A., Keskin, M. E., & Börekçi, E. (2021). Okul Öncesi Öğretmen Adaylarının Meslek Tercih Nedenleri: İçsel ve Dışsal Faktörler. Eğitim ve Toplum Araştırmaları Dergisi, 8(1), 167-178. https://doi.org/10.51725/etad.906161
  • Cohen. D. (1992). Why There Are So Few Male Teachers in Early Grades. The Education Digest, 57(6), 11.
  • Connell, R. W. (1995). Masculinities. Cambridge: Polity Press.
  • Connell, R. W., & Messerschmidt, J. W. (2005). Hegemonic masculinity: Rethinking the concept. Gender & society, 19(6), 829-859. https://doi.org/10.1177/0891243205278639
  • Cooney, M. H., & Bittner, M. T. (2001). Men in early childhood education: Their emergent issues. Early Childhood Education Journal, 29, 77-82. https://doi.org/10.1023/A:1012564610349
  • Demirkasımoğlu, N., & Taşkın, P. (2019). The career journey of the first male preschool teacher in Turkey: An optimistic perspective to a female dominated occupation. Eğitimde Nitel Araştırmalar Dergisi – Journal of Qualitative Research in Education, 7(1), 420-437. https://doi.org/10.14689/issn.2148-2624.1.7c1s.19m
  • Deng, X., Tang, Y., Wang, L., & Zhou, F. (2023). Gender Stereotypes of Male Preschool Teachers: Taking the Investigation of Changsha International Kindergarten as an Example. Journal of Education, Humanities and Social Sciences, 8, 541-548. https://doi.org/10.54097/ehss.v8i.4303
  • Dökmen, Z. Y. (2004). Toplumsal cinsiyet, sosyal psikolojik açıklamalar. Sistem yayıncılık.
  • Erden, S., Özgün, O., & Aydilek-Çiftci, M. (2011). “I am a man, but I am a pre-school education teacher”: Self- and social-perception of male pre-school teachers. Procedia-Social and Behavioral Sciences, 15, 3199-3204. https://doi.org/10.1016/j.sbspro.2011.04.271
  • Freeman, S. J. M. (1990). Managing lives: Corporate women and social change. Amherst: University of Massachusetts Press
  • Fu, C. S., & Li, K. C. (2010). Learning Experiences of Male Pre-service Preschool Teachers in Taiwan. New Horizons in Education, 58(2), 34-42.
  • Fu, C. S. (2012). How Did ‘He’Learn? The Male Pre-service Preschool Teachers’ Experiences: Feminist Pedagogy Point of View. Journal of Education and Practice, 3(4), 3038.
  • Garvis, S., & Pendergast, D. (2015). Thinking differently about infants and toddlers: exploring the reflections of future Australian early childhood teachers. Australian Journal of Teacher Education, 40(4), 119-132.
  • Gottfredson, L. S. (1996). Gottfredson’s theory of circumscription and compromise. In D. Brown & L. Brooks (Eds.), Career choice and development (3rd. ed.). San Francisco: JosseyBass.
  • Gottfredson, L. S., & Lapan, R. T. (1997). Assessing gender-based circumscription of occupational aspirations. Journal of career assessment, 5(4), 419-441.
  • Haase, M. (2008). ‘I don’t do the mothering role that lots of female teachers do’: male teachers, gender, power and social organization. British Journal of Sociology of Education, 29(6), 597-608. https://doi.org/10.1080/01425690802423270
  • Harris, K., & Barnes, S. (2009). Male teacher, female teacher: Exploring children’s perspectives of teachers’ roles in kindergartens. Early Child Development and Care, 179(2), 167-181. Kosut, M. (Ed.). (2012). Encyclopedia of ender in media. SAGE Publications. https://doi.org/10.4135/9781452218540
  • Leung, S. A., & Plake, B. S. (1990). A choice dilemma approach for examining the relative importance of sex type and prestige preferences in the process of career choice compromise. Journal of Counseling Psychology, 37(4), 399.
  • MEB. (2022). Millî Eğitim İstatistikleri Örgün Eğitim 2021/2022. Available online: https://sgb.meb.gov.tr/meb_iys_dosyalar/2022_09/15142558_meb_istatistikler i_orgun_egitim_2021_2022.pdf (accessed on 15 April 2023)
  • Miles, M. B., & Huberman, A. M. (2015). Nitel veri analizi. S. Akbaba-Altun, A. Ersoy (Çev. Ed.). Ankara: PegemA.
  • Nordberg, M. (2002). Constructing masculinity in women’s worlds: Men working as pre-school teachers and hairdressers. NORA: Nordic journal of women’s studies, 10(1), 26-37. https://doi.org/10.1080/080387402317533862
  • Okeke, C. I., & Nyanhoto, E. (2021). Recruitment and retention of male educators in preschools: Implications for teacher education policy and practices. South African Journal of Education, 41(2), 1-12. https://doi.org/10.15700/saje.v41n2a1910
  • Seno, N., Utanto, Y., & Pranoto, Y. (2022). Male teachers’ perspectives about wellbeing. https://doi.org/10.2991/assehr.k.211125.044
  • Simpson, R. (2004). Masculinity at work: The experiences of men in female dominated occupations. Work, employment and society, 18(2), 349-368. https://doi.org/10.1177/09500172004042773
  • Türk, B. (2007). Eril tahakkümü yeniden düşünmek: erkeklik çalışmaları için bir imkân olarak Pierre Bourdieu. Toplum ve Bilim Dergisi, 112, 119-146.
  • Warin, J. (2018). Men in early childhood education and care: Gender balance and flexibility. Springer.
  • Weaver-Hightower, M. B. (2011). Male preservice teachers and discouragement from teaching. The Journal of Men’s Studies, 19(2), 97-115. https://doi.org/10.3149/jms.1902.97
  • Williams, C. L. (1992). The glass escalator: Hidden advantages for men in the “female” professions. Social problems, 39(3), 253-267.
  • Williams, C. L. (2013). The glass escalator, revisited: Gender inequality in neoliberal times, SWS feminist lecturer. Gender & Society, 27(5), 609-629. https://doi.org/10.1177/0891243213490232
  • Yang, Y. (2018). Challenges of men in early childhood education: Case study of an American male early childhood teacher. Proceedings of the 2018 2nd International Conference on Education, Economics and Management Research (pp. 267-269) https://doi.org/10.2991/iceemr-18.2018.59
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Egzersiz ve Spor Bilimleri (Diğer)
Bölüm Makaleler
Yazarlar

Oğuzcan Çığ 0000-0003-0448-0016

Yayımlanma Tarihi 20 Ekim 2023
Gönderilme Tarihi 30 Ağustos 2023
Kabul Tarihi 24 Eylül 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 5

Kaynak Göster

APA Çığ, O. (2023). Men and Masculinities in Professional Fields Characterized by Femininity: An Example of Male Teacher Candidates in Early Childhood Education. Journal of Advanced Education Studies, 5, 80-103. https://doi.org/10.48166/ejaes.1352506

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