Men Missing From The Pk 12 Classroom—A Discussion Of


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  • Men Missing From The Pk 12 Classroom—A Discussion Of

    1. 1. Men Missing from the PK-12 Classroom—A Discussion of Research-Based Explanations and Solutions Ron Knorr, MAT, MBA Lienne Medford, Ed.D Clemson University
    2. 2. Why The Lack of Male Teachers? <ul><li>Historical Perspective </li></ul><ul><li>Demographic View </li></ul><ul><li>Sociological Perspective </li></ul><ul><li>Gender Roles/ Differences </li></ul><ul><li>Review of Previous Studies </li></ul><ul><li>Examination of Current Programs </li></ul><ul><li>Proposals for New Research </li></ul>
    3. 3. Males Teaching in Public School Classrooms at 40-year Low Source: Digest of Education Statistics 2006
    4. 4. Male Teachers by State <ul><li>Most Males </li></ul><ul><li>Kansas (33.4%) </li></ul><ul><li>Oregon (31.6%) </li></ul><ul><li>Alaska (31.5%) </li></ul><ul><li>Indiana (30.5%) </li></ul><ul><li>Few Males </li></ul><ul><li>Mississippi (17.4%) </li></ul><ul><li>South Carolina (17.7%) </li></ul><ul><li>Louisiana (18.1%) </li></ul><ul><li>Georgia (18.9%) </li></ul><ul><li>Arkansas (19%) </li></ul><ul><li>Virginia (19%) </li></ul><ul><li>North Carolina (20%) </li></ul>Source: What the numbers say, 2007.
    5. 5. Sociological Perspectives <ul><li>Perceptions of salary </li></ul><ul><li>Low status of teachers </li></ul><ul><li>Working in a predominantly female environment </li></ul><ul><li>Issue of physical contact with children </li></ul><ul><li>Image of the primary school as a predominantly female domain </li></ul>Sources: Cushman,2005; Cushman, 1999; Johnston et al.,1999
    6. 6. African-American Males <ul><li>African American students constitute approximately 20% of the public school population, while African American male teachers constitute 1% of the teaching force. </li></ul><ul><li>Typical reasons given for this situation are related to economic, cultural, and academic factors for African-American males. </li></ul>Sources: Lewis, 2006; Gordon, 2000
    7. 7. Theoretical Context– Gender Differences <ul><li>Essentialist –Biological differences between male and female form the basis along with socialization models </li></ul><ul><li>Constructionist --masculinity and femininity are actively through processes of “gender performance” or “doing gender”’ </li></ul><ul><li>In this context, males accordingly follow in their roles in the teaching profession </li></ul>Source: Sabbe and Aelterman, 2007
    8. 8. Results of Current Research <ul><li>One common explanation: gender difference/sex roles </li></ul><ul><li>Societal expectations are still skewed towards the feminization of education </li></ul><ul><li>Pre-service training has often ignored these issues, leaving males unprepared to deal with them </li></ul><ul><li>As the number of male teachers decline, fewer male role models for pre-service teachers are available </li></ul>Sources: Cushman, 2005; Carrington and Skelton, 2003; Carrington, 2002
    9. 9. Examination of Current Programs to Increase Number of Male Teachers <ul><li>Programs generally are aimed at specific male populations </li></ul><ul><li>These populations are believed to be those men who would enter and be retained into the profession </li></ul><ul><li>The common trait is to support, in varying degrees, specific male populations likely to teach </li></ul>
    10. 10. “Call Me MISTER” <ul><li>M entors I nstructing S tudents T oward E ffective R ole Models (MISTER) </li></ul><ul><li>Program consists of Clemson University, College of Charleston, four historically black colleges in South Carolina, and five technical colleges </li></ul><ul><li>Goal: increase the pool of available teachers from a broader more diverse background among the State's lowest performing elementary schools </li></ul>Source: Call me MISTER, 2007
    11. 11. Non-Traditional Routes to Increase the Number of Male Teachers <ul><li>“Troops-to-teachers” </li></ul><ul><li>Alternative Routes to Certification </li></ul><ul><li>Master of Arts in Teaching </li></ul><ul><li>Others </li></ul><ul><li>Common theme: mature students, beyond bachelors degree </li></ul>
    12. 12. Master of Arts in Teaching – the Clemson Experience <ul><li>The MAT in middle grades education is a 36-hour field-based initial certification program for grades 5-8. </li></ul><ul><li>Over its first six cohorts, 80 male teachers have been trained as a middle school teacher. It is currently the largest producer of master’s trained minority male middle school teachers in South Carolina. </li></ul>
    13. 13. A Sketch of the Clemson MAT Experience <ul><li>Highly Successful </li></ul><ul><li>The True Career Changer </li></ul><ul><li>Undergraduate Refuges </li></ul><ul><li>Mixed Success </li></ul><ul><li>The Military Man </li></ul><ul><li>The Backup Planner </li></ul>
    14. 14. Proposals for New Research <ul><li>Models to determine the effectiveness of recruitment efforts are needed </li></ul><ul><li>These models should focus on the education system, societal issues, as well as exemplars of programs successfully producing male teachers in the PK-12 system </li></ul>
    15. 15. Research Models <ul><li>Quantitative </li></ul><ul><li>Research on variables </li></ul><ul><li>A systemized model </li></ul><ul><li>A measure of dispositions </li></ul><ul><li>Qualitative </li></ul><ul><li>Phenomenology </li></ul><ul><li>Grounded Theory </li></ul><ul><li>Case Study </li></ul><ul><li>Ethnography </li></ul>