Male earlychildhoodteachers


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Pam Owen

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  • I have been teaching early childhood courses@ MVNU for 14 years. During that time I have had less than 14 men in my courses. I didn’t consider the absence of men odd until the first man entered one of my courses. I had accepted the gender imbalance as a matter of course. It didn’t even occur to me. It took the presence of Victor to get my attention. My earlier memories flooded me: teachers and parents talking about the value of male teachers, administrators carefully assigning boys with absent fathers to M Ernst’s room. My very first encounter with a male teacher was when I was in 5th grade. My reaction was one of instant bonding. Because of Mr. Ingham I looked forward to other male teaches. Many of us in this room have probably experienced the introduction of a man in our early childhood classrooms.
  • I had them but didn’t do much about them THEN, just a year ago the shocking number of 4 men entered my classroom and took command of the front row. They were a force to be reckoned with. They screamed” an opportunity to learn.” I wanted them to teach me what we need to know about men in the early childhood field. How can we recruit them? How can we retain them? How can we support them? As we read the research, met together and discussed experiences , the objectives for this presentation emerged.
  • Please take some time to discuss what you have heard and brainstorm some recommendations.
  • Recommendations from the panel.
  • Male earlychildhoodteachers

    1. 1. Male Early ChildhoodTeachers: A Conversationof Teaching Matters Pamela Owen Mount Vernon Nazarene University Mount Vernon, OhioICCTE, May 2012
    2. 2. • Build awareness of the values, rewards, and challenges facing male ECE teachers• Foster conversation leading to the • Celebration, • Recruitment, and • Retention of male EC teachersOur PurposeICCTE, May 2012
    3. 3. • Professor of Education• Fifteen years• Fewer than 14 men in my classes• Gender Imbalance was recognized when the first man entered my classroom about 6 years ago.Gender imbalance
    4. 4. recruit retain research encourageWhat can I learn?ICCTE, May 2012
    5. 5. • Males in ECE-why is it important • Challenges/barriers men face in to have men in the field: Diversity the field • Men interact uniquely with • Stereotypes: not nurturing or children sensitive enough, men taking • Men use unique methods in the advantage of easy classroom employment, stepping stone to • Children need male role administration models • Suspicions of motivation • Enhances the value of (abuse) schooling in the minds of boys • Feminization of the • Enriches the entire school profession. Men moving into community traditionally female jobs are perceived as stepping down in status. Schooling is feminine resulting in being perceived as less masculine, less active, less in charge. • Financial loss of earning potential • Low status jobResearch and ExperienceICCTE, May 2012
    6. 6. • It is okay to teach.• Ohio: Justin-3rd grade • Teaching is manly.• Ohio: Lane-preservice • We are strong• Florida: Brad-5 th grade contributors.• Hawaii: Jonathan-PreK• Maryland: VictorTeacher CollaborationICCTE, May 2012
    7. 7. • I am an effective teacher.• I am committed to working with you while being myself.• I involve and support parents.• I have a strong desire to teach young children.• It is important to discuss the need for male teachers in ECE.Main Messages: Letters toCarsonICCTE, May 2012
    8. 8. • Small Group• Discuss ways you can support men in your environment.What Can l Do?ICCTE, May 2012
    9. 9. RecommendationsICCTE, May 2012
    10. 10. Lead the way for GenderBalance. ICCTE, May 2012