eCite Digital Repository
How do male primary teachers negotiate expectations to perform gendered roles in their schools?
Citation
Cruickshank, V and Pedersen, SJ and Cooley, D and Hill, A, How do male primary teachers negotiate expectations to perform gendered roles in their schools?, The Australian Educational Researcher, 47, (2) pp. 307-322. ISSN 0311-6999 (2020) [Refereed Article]
Copyright Statement
Copyright 2019 The Australian Association for Research in Education, Inc.
DOI: doi:10.1007/s13384-019-00337-z
Abstract
Primary schools are dynamic environments where teachers take on multiple roles,
often simultaneously, to help promote high-quality learning and meet the various
needs of their students. Within the primary school context both female and male
teachers are required to perform multiple roles; however, these roles are often
socially constructed based on gender. Traditionally, primary schools in countries
such as Australia, New Zealand and the United States have a high proportion of
female teachers. Despite their minority status, research has noted that male primary
teachers in the minority are often expected to take primary responsibility for roles
such as disciplinarian, manual labourer, sports coach, and lead in science, technology, engineering and mathematics education. Role diferentiation in primary schools
often refects broader societal gender constructions that are increasingly subjected to
critical scrutiny. Yet that same level of scrutiny has not always been applied to educational contexts. It is the aim of this paper, therefore, to more fully examine how
gendered roles infuence the experience of male primary teachers and more specifcally, how those teachers cope with the expectations placed on them because they
are men. Understanding the sources and types of coping strategies will aid in the
development of specifc interventions to improve the retention of other male primary
teachers.
Item Details
| Item Type: | Refereed Article |
|---|---|
| Keywords: | male primary teachers, challenges, coping strategies, coping efficacy |
| Research Division: | Education |
| Research Group: | Specialist studies in education |
| Research Field: | Gender, sexuality and education |
| Objective Division: | Education and Training |
| Objective Group: | Schools and learning environments |
| Objective Field: | Schools and learning environments not elsewhere classified |
| UTAS Author: | Cruickshank, V (Dr Vaughan Cruickshank) |
| UTAS Author: | Pedersen, SJ (Dr Scott Pedersen) |
| ID Code: | 135862 |
| Year Published: | 2020 (online first 2019) |
| Web of Science® Times Cited: | 11 |
| Deposited By: | Education |
| Deposited On: | 2019-11-19 |
| Last Modified: | 2022-10-04 |
| Downloads: | 0 |
Repository Staff Only: item control page