Male role models in education-based settings (0–8): an English perspective

Abstract

The call for more male practitioners (0-5)/teachers (5-7+) in 0-8 education-based settings in England remains prevalent as boys’ underachievement and their disaffection with learning continues to dominate education agendas (PARITY 2013). In an attempt to narrow the ‘attainment gap’ between boys and girls there is a recognised need, backed by government policy-making (Paton 2013a) and public discourse (Children’s Workforce Development Council (CWDC), cited in Ward 2009) for more men to work with young children and act as ‘male role models’. This chapter focuses its attention on exploring various tensions which surround the persistent male role model argument. It will consider different ways in which the term ‘male role model’ can be interpreted and whether men who work in the early years (0-8) sector actually are role models simply because of their male presence in education-based settings. An examination of professional practices and physical characteristics of the male role model serve as an opportunity to challenge stereotypical thinking which continues to be rooted within the male role model ‘ideal’.