Changing gender norms
Gender segregation in the workplace, driven by the notion that certain qualities are inherent in a specific gender, results in role divisions.
Even though women make up nearly half of the Australian workforce, sectors such as nursing, education, and childcare continue to be dominated by women, while engineering and policing are dominated by men.
The disparity remains despite efforts to promote equal opportunity and change gender norms. It contributes to the gender pay gap and minimises men’s representation in sectors such as health and education, with ECEC frequently perceived as ‘women’s work,’ deterring men’s participation.
Workplace barriers
Despite historical discrimination, women in male-dominated professions – including piloting, engineering, and fly-in fly-out (FIFO) mining roles – frequently receive higher compensation and status than men in female-dominated fields, who face exclusion and must navigate stereotypes challenging traditional masculinity.
Men entering fields such as nursing experience prejudice, which discourages entry due to prevailing gender biases and questions about their capabilities and suitability in such professions.
In the ECEC sector, the entrance of men as educators presents similar issues, owing to their rarity and the complex dynamics of being perceived as both outsiders and important assets.
This condition frequently places men in a position where they must show their usefulness beyond preconceptions, against a backdrop in which their presence is both novel and contentious.
Men’s perspective
Societal norms suggest that men’s participation in ECEC is not aligned with masculinity. But such assumptions are akin to the gender-based discrimination experienced by women in male-dominated professions.
For decades, men working in ECEC have been seen as unconventional and unusual.
One of the most concerning representations of male educators is that of a potential sexual predator, which can lead to exclusion from duties and caution with physical touch such as comforting children.
In a study by Brody et al. (2021), an Australian male educator described how he was excluded from changing a child’s nappy due to being viewed as different. He noted that this had a negative impact on his professional esteem and personal wellbeing.
The perceived risk associated with men working in ECEC is one of many reasons why men have low levels of participation and higher rates of departure from the profession.
A brief case study
Sullivan et al. (2022) investigated men’s accounts of inclusion and whether the grouping of men together changed their experience of working in an ECEC centre.
When the researchers talked to men working in ECEC, they highlighted a progressive process to support diverse gender composition in the sector.
The study showed that male ECEC educators encounter challenges in acceptance and trust within this female-dominated sector.
Crucially, support from male colleagues was key in overcoming feelings of exclusion and to foster a supportive environment for professional and personal development.
This peer support is vital for retention and inclusion, highlighting the importance of male role models and teams in ECEC.
Notwithstanding male mentors, the study highlighted the benefits of mixed-gender teams in ECEC, where collegial support and mentorship from both men and women specifically enhanced educators’ identities and professional development.
This collaborative environment fostered belonging, advocacy, and strong community ties, positively impacting all involved – children, educators, and families alike. It highlighted the importance of inclusive support and balanced mentorship for educator retention and sector improvement.
The study revealed that while diverse educator teams face challenges, including gender stereotyping and the pressure for men to prove their competence, these obstacles can be overcome. With mutual respect and understanding, such teams can foster a sense of belonging and significantly improve the quality of care and education for children.
Addressing ECEC’s workforce diversity challenges involves a strategic approach. Grouping men and fostering collegial relationships can mitigate turnover by tackling stereotypes and motive questioning.
Implementing diversity-sensitive policies, inclusive environments, and targeted mentorship for male educators is critical. Such efforts, alongside gender-inclusive training, are essential for building a more diverse and equitable ECEC sector.
Acknowledgements
The Australian Government Department of Education and the Australian Research Council Centre of Excellence for Children and Families over the Life Course awarded financial support for this study.
The authors wish to acknowledge that a version of this article was originally published in the Barnardos’ ChildLinks Journal, Issue 2, 2023.
About the authors
Lisa Holohan is an IEU member, a PhD candidate at the University of Queensland and an experienced teacher and academic. Dr Vee Sullivan is the National Project Manager, Social Inclusion at Goodstart Early Learning as well as an Adjunct Research Fellow at the School of Education at the University of Queensland.
References
Barnardo's Ebook: ChildLinks - Men in Early Childhood Education and Care (Issue 2, 2023)
