The Gendering of Men in Early Childhood Education

Abstract

In-depth interviews with men who work with young children as well as other key personnel in early childhood education (ECE) were analyzed using Acker’s (1990) theory of gendered organizations along with Connell’s (1987) typology of masculinities. The conclusion reached is that ECE is indeed gendered in terms of the symbols in frequent use, the differential structural location of women and men, the internal mental work of individuals, and the interactions among individuals. In addition, instead of performing a complicit masculinity and enjoying some of the perquisites and privileges of hegemonic men, as other researchers have suggested, this project demonstrates that the men are attempting to live subordinate masculinities that could challenge traditional gender relations. Their attempts are, however, thwarted by the gender regime embedded in the occupational structure.