How Male Educators Conceptualize Their Impact on Early Childhood Classroom Culture and Children's Development

• In Event: Universal Pre-Kindergarten in New York City: Implications for Policy and Practice in a Changing Landscape 

Abstract

Cultural historical activity theory posits development as a collaborative and ongoing process of transformation of the individual through activity in the world (Stetsenko, 2008). Within this perspective, the early childhood classroom is seen as a community of practice in which children learn and grow through participation in authentic and meaningful activities with adults and peers in a multidimensional sociocultural system of relationships (Lave & Wenger, 1991). It is, therefore, important to understand the particular sociocultural context of early childhood settings. Despite increasing participation in recent years, men still comprise a small minority of early childhood educators. According to the most recent statistics, only 2.5% of all preschool and kindergarten teachers are men (U.S. Bureau of Labor Statistics, 2016). Recent studies of the implications and challenges of the gendered construction of early childhood education have identified the need for a diversity of voices in the early childhood classroom (Aina & Cameron, 2011; Bosacki, et al., 2015; Cahill & Adams, 1997; Emilsen & Koch, 2010; Hutchings, et al., 2008; Sandberg, A., & Pramling-Samuelsson, I., 2005; Sargent, P., 2005). A more gender-balanced workforce would enhance the capacity of early childhood settings to create meaningful and authentic experiences for young children, where “both women and men are expected to fulfill a full range of adult roles and responsibilities” (Janairo et al, 2010).
The purpose of this study is to explore how male educators in early childhood classrooms (Birth-Age 8) conceptualize their impact on the culture of the classroom and, particularly, on the socioemotional and cognitive development of the young children with whom they work. Researchers used a mixed methods approach that included an initial questionnaire, which will be followed in the coming months by individual interviews, focus groups and place-based observations. Forty-three participants, representing head teachers (33%), co-teachers (13%), assistant teachers (41%) and paraprofessionals (13%) were recruited from UPK/ECE programs throughout NYC, including public schools, private not-for-profit, Head Start programs, Early Learn programs and other community-based organizations.
Preliminary results indicate that male educators identify themselves as fulfilling a particular need within their school community, providing a positive male role model for young children and supporting their growth and development in all domains: social, emotional, cognitive and language. Participants used language that described their role as a guide to young children on their journey or path through their education and their lives. In individual interviews and focus groups we will continue to discover how the participants conceptualize their impact on the culture/social environment of the early childhood classroom. We will explore in greater depth the connections between participants’ perceived capacity to serve as a resource and guide for young children and their identity as male educators.
In this presentation, we will explore male educators’ perspectives on play, conflict resolution and negotiation, social competence and gender identity of children in early childhood classrooms. We will describe the study purpose, theoretical framework, methodology, and results. We will then discuss the policy implications with regard to supporting and fostering increased participation of men in early childhood education.

Authors

• Mindi Reich-Shapiro, Borough of Manhattan Community College

• Jean Yves Plaisir, Borough of Manhattan Community College

• Kirsten Cole, Borough of Manhattan Community College - CUNY