Assuring the Wellbeing and Livelihoods of ECE Men during and beyond the COVID-19 Pandemic: Linking Research, Practice, and Policy

• In Event: There’s No One to Take Care of Us: The Importance of Teacher Emotional Well-being

Abstract

Introduction

To date, the early childhood workforce is less than 3% male in the United States (US Bureau of Labor and Statistics, 2020). This situation calls for timely interventions to ensure that men play active roles within school-based environments that support young children’s developmental potential. This paper shares insights from a two-year study (Plaisir, Cole & Reich-Shapiro, 2019) that focuses narrowly on the experiences of a cadre of male educators in the New York City school system. It is linked to current research on gender balance, diversity, and equity in early childhood education (Brody, 2014; Burn & Pratt-Adams, 2016). The presenter proffers some actionable recommendations for recruiting, mentoring, and retaining men in the field with implications for orienting the actions of researchers, practitioners, and policymakers toward assuring the well-being and livelihoods of male educators in the early childhood education (ECE) workforce during and beyond the current pandemic.

Conceptual Framework

This paper uses Foucault’s theory on discourses as a lens for examining intrinsic and extrinsic factors that influence men’s decision to work in early childhood education. It holds that gender is socially constructed through the operation of social power while also informing us about the interrelations of gender, race, and class in career options (Connell, 2017). Studies on male educator’s experiences in ECE have shown that men’s participation in ECE challenges gender essentialist discourse (Xu, Warin & Robb, 2020; Burn & Pratt-Adams, 2016), promotes gender diversity and equality objectives in the field (Rohrmann, 2020), promotes gender-flexible pedagogies (Josephidou, 2020; Xu, Warin & Robb, 2020), and challenges gender stereotypes in the profession (Reich-Shapiro, Cole & Plaisir, 2020; Hedlin & Aberg, 2013).

Methods

The original study used a place-based approach (i.e., what works for whom, where and how field notes and semi-structured interviews to gather data from 81 male educators and their program leaders (14) in school-based settings throughout New York City.

The Study’s Key Findings

The study concluded that proactive efforts and commitment to recruiting, developing, and retaining quality male educators will advance gender balance objectives in ECE. Mentoring programs, men’s support groups, and gender-sensitive professional development (PD) can increase male educators’ retention in the sector.

Implications

Gender balance policy along with salary parity and proactive institutional support will more likely attract men to the ECE workforce and retain those currently employed by improving emotional well-being. Research that focuses on gender-conscious reflections and gender-flexible pedagogies in the workplace can guide policy and practice toward achieving gender balance objectives in the ECE workforce. Gender-specific PD will work to reduce isolation among this under-represented group of educators. Lastly, men join the ECE field because they feel a moral commitment to make an impact in children’s lives, thus taking up the mantle of being “role models,” challenging gender stereotypes and negative social biases while gaining appreciation for their efforts. With reported overwhelming support from friends and family, public discourse that promotes gender equality can help to continue to change attitudes and break societal barriers for more men to enter and stay in ECE.

Authors

• Jean Yves Plaisir, City University of New York Borough of Manhattan Community College
  Presenting Author

• Kristen Cole, Borough of Manhattan Community College
  Non-Presenting Author

• Mindi Reich-Shapiro, Borough of Manhattan Community College, CUNY
  Non-Presenting Author