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 differentiation in primary schools often reflects 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 influence the experience of male primary teachers and more specifically, 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 specific interventions to improve the retention of other male primary teachers.
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Cruickshank, V., Pedersen, S., Cooley, D. et al. How do male primary teachers negotiate expectations to perform gendered roles in their schools?. Aust. Educ. Res. 47, 307–322 (2020). https://doi.org/10.1007/s13384-019-00337-z
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DOI: https://doi.org/10.1007/s13384-019-00337-z