Male Elementary School Teachers Research Articles

Exploring the Perceptions of Male Teachers About the Shortage of Male Elementary School Teachers: A Q Methodology

There is a shortage of male elementary school teachers in the United States. Men who choose careers as elementary school teachers must be confident and ignore social barriers that keep other men from considering the profession. The current investigation seeks to understand the viewpoints of men who teach elementary school, a career predominated by women. This was the first known investigation on the topic using Q methodology. Data analysis extracted three distinct viewpoints: the Fixers, the Mentees, and the Aspirants. This study provides the results of data analysis, responds to research questions, and makes recommendations for policy. The findings of this study indicated that men who teach are proud to be role models and make a difference for students, and they believe that they are equally suitable to teach as women. Many participants seemed to be unaware of recruitment efforts in their field. The information gleaned from this study may help universities and school districts to seek new ways to attract quality male teachers.

Elementary school teachers’ exposure to mobbing

Frequency of exposure to mobbing among elementary school teachers working in central Usak was investigated in the study. In total 347 elementary school teachers who are working in centre of Usak voluntarily participated in the study. As data collection tool “Mobbing Scale” second version developed by Demirci (2014) was administered. Nonparametric Test was carried out to analyse non-parametric data set. Mann Whitney U-test and Kruskal Wallis H-test were used in the study. Marital Status and Mobbing Level did not show statistically significant relationship. The factor named as Quality of Life and Professional Status and gender show statistically significant relationship; male elementary school teachers face to mobbing more frequently than female classroom teachers. As for teaching experiences, 6-10 years experienced elementary school teachers’ exposure to mobbing frequency higher than 16-20 years, 21-25 years, 26-30 years, and 31-35 years experienced teachers. Elementary school teachers with 26-30 years teaching experiences have lower mobbing frequency than other groups.

Gender dynamics in elementary school teaching: The advantages of men

This article presents a study that identifies the gender dynamics prevailing in a specific context of tokenism – elementary school teaching – in which the members of an otherwise socially dominant group are proportionally scarce – men. The results contradict Kanter’s (1977) theory by showing that male elementary school teachers do not experience the tokenism dynamics. In line with Williams’ gender perspective and Amâncio’s gender symbolic asymmetry, the article finds that although men constitute a small minority in elementary education, they do not lose the social advantages they generally have: on the contrary, they seem rather to gain several privileges. Indeed, the results show strong links between the tokenism dynamics and gender asymmetry, putting the token men at an advantage. Thus, tokenism seems to be limited to maintaining the gender social order.

“Whose World is This?”: A Composite Counterstory of Black Male Elementary School Teachers as Hip-Hop Otherfathers

From a critical race theory lens, the author shares data from a yearlong study on Black male elementary school teachers from the Hip-Hop generation. In this article, the author represents the data from said study as a composite counterstory which highlights how Black males are alienated, adultified, and criminalized in American public schools. Furthermore, in this article, the concept of otherfathering is comprehensively defined as it relates to how Black male teachers mentor and support their students.

A Life History Research on the Career Development and Path of Two Male Elementary School Teachers: “A duet of contingency and necessity”

A Life History Research on the Career Development and Path of Two Male Elementary School Teachers: “A duet of contingency and necessity”

Saudi EFL Teachers’ Readiness and Perceptions of Young Learners Teaching at Elementary Schools

This study aimed to investigate EFL elementary school teachers’ perception of their own readiness to teach young learners at Saudi schools as it has been recently introduced at this level. Further, it inspects their major needs that should be considered when developing teacher-training programs. A questionnaire was distributed targeting elementary EFL teachers. 114 responses from both male and female EFL elementary school teachers from different areas of the kingdom of Saudi Arabia mostly from the eastern province were collected. Data was analyzed and computed. The results revealed that most of the EFL teachers were not fully ready to teach at this level since more than half of them did not receive enough pre-service nor in-service training concerning young learners’ teaching. Additionally, the teachers’ responses showed high enthusiasm towards teaching elementary students and considered it as a necessity. The study also surveyed the teachers’ perception of their own needs in terms of teacher training programs for these to be designed based on their personal point of views. Their priorities were mostly centered on using technology in young learners’ classrooms, methods and teaching strategies that suits young learners, and choosing and designing materials and activities that are suitable for the developmental stages of children. The study came up with valuable insights to those who are concerned and involved in teacher training.

The Effect of Familiarity and Compatibility on Mental Representation of the Stereotype in Compound Social Categories

In previous research, little social cognitional work has focused on the mental representation of the stereotype about compound social categories, which are defined as the intersection of two or more constituent categories and can be construed as subcategories. There are two models of social subcategory representation which can explain how to form the stereotype presentation of compound categories. Brewer's abstraction model and Smith' exemplar model can both be right, but maybe in different circumstances, because the stereotype presentation of compound categories may be influenced by familiarity, compatibility and some other factors such as perceiver' own category attributes. Thus, in present study, we explored the interaction among compound categories' familiarity, compatibility and participant' category attributes(in-group or out-group). We hypothesized that people would make exemplar-based trait judgments of social compound categories, consistent with Smith's model, when those compounds were relatively unfamiliar. The stereotype representation of compatible and familiar compound category might depend on abstract knowledge. Maybe there were differences in the stereotype representation between in-group and out-group memberships.We conducted three experiments in present study and improved priming paradigm to explore the issues above. In Experiment 1, we chose female kindergarten teachers as familiar compound category and male kindergarten teachers as unfamiliar compound category to test the effect of compound familiarity on the stereotype representation of the compound social categories. And in Experiment 2, we chose female secondary school teachers as the target group. In addition, "rational" and "exquisite" were respectively chosen as compatible stereotypical trait word and incompatible stereotypical trait word to explore the effect of compatibility on the representation of compound category' stereotype when the target was familiar. Based on experiment 2, male secondary school teachers and female secondary school teachers were recruited to explore whether there are differences in the response to compatible stereotypical trait word and incompatible stereotypical trait word between in-group and out-group memberships in Experiment 3.The results of Experiment 1 revealed that when the target was male kindergarten teachers, participants' response in description group was faster than that in definition group during recall tasks. However, there were no such differences in reaction time when the target was female kindergarten teachers. In other words, participants had exemplars of male elementary school teachers but had abstract presentation of female kindergarten teachers.The results of experiment 2 showed that participants activated the exemplars of male secondary school teachers when they rated incompatible stereotypical trait word "exquisite" in description group but when the stereotypical trait word was "rational", there was no exemplar activation. So the stereotype representation of male secondary school teachers relied on the stereotype compatibility of the subcategories(male secondary school teacher). The results of experiment 3 demonstrated that the effect of familiarity and compatibility on the stereotype presentation of compound categories is not moderated by in-group and out-group memberships.In conclusion, the stereotype representation of compatible and familiar compound categories depend on abstract knowledge, whereas when compound social categories are unfamiliar, perceivers can activate individual category members(i.e., exemplars). In addition, the stereotype representation of incompatible and familiar compound categories also depends on exemplars.

Men, Teaching, and Caring

This article continues and extends the conversation regarding an ethic of care as reflected by two male elementary school teachers. It seeks to discover ways in which these men approach and practice their teaching that demonstrate the ethic of care traditionally linked with women. This article looks in depth at two male teachers in an effort to understand the ways in which being a male elementary school teacher alters the construction and performance of masculinity in a school and how this in turn affects the school in its attempts to create a more democratic society and reach its prosocial goals for its students. As the study progressed, it was evident the ways in which (although the terminology was different) the philosophy and practice of these two teachers reflected many of the elements of an ethic of care.

“I Never Knew There Were So Many Books About Us” Parents and Children Reading and Responding to African American Children’s Literature Together

The purpose of this study was to examine how the social practices of African American families—with children in grades K-2—changed as a result of participating in a family literacy program utilizing African American children’s literature. The families were exposed, through a series of workshops, to an abundance of children’s literature written by and about African Americans. Data sources included pre and post interviews conducted with parents, parental reading logs, and a reflective journal kept by the researcher. Findings suggested that parents increased the amount of time reading aloud to their children, passed along the information that they learned about African American children’s literature to family, friends, and co-workers, and began seeking out and developing an appreciation for quality African American children’s literature. This study was unique in that it involved collaboration between a public university, a local church, an African American sorority, and an innovative teacher recruitment initiative designed to increase the number of Black, male elementary school teachers.

Rethinking the Influence of Male Teachers: Investigating Gendered and Raced Authority in an Elementary School in Toronto

Click to increase image sizeClick to decrease image size Notes This research was funded by the Social Sciences and Humanities Research Council of Canada and is entitled: The Influence of Male Elementary School Teachers as Role Models (410-2006-115381).

The lure of hegemonic masculinity: investigating the dynamics of gender relations in two male elementary school teachers’ lives1

This paper is based on an investigation into the dynamics of masculinity in two male elementary school teachers’ lives. It draws on a poststructuralist approach to empirical analysis that is informed by Sondergaard who argues for the need to attend to the ‘constitution of social practices and cultural patterns’ through which subjects make sense of their lived experiences. This approach, it is argued, is supported by Convery who stresses the need to ‘sensitively confront’ the identity claims that are inscribed through teacher narratives. In this sense, the author provides an account of the dynamics of masculinity in two male elementary school teachers’ lives, which attend to issues of sexuality and social class in examining how gendered identity management impacts on pedagogical practices and philosophical approaches to teaching. This poststructuralist analytic inquiry, with its emphasis on interrogating essentialized notions of fixed identity, illuminates the contradictory practices of hegemonic masculinity in male elementary school teachers’ lives. Such empirical inquiry, it is further argued, is necessary given the failure of educational policy, in its insistence on the need for more male role models in elementary schools, to deal adequately with the complexities and significance of male teachers’ masculinities.

Judging Compound Social Categories: Compound Familiarity and Compatibility as Determinants of Processing Mode

Three experiments tested the hypothesis that judgments about a group formed by two paired categories would rely on stored instances of individual category members (i.e., exemplars) in some cases, but not in others. Specifically, judgments of a relatively unfamiliar compound category (e.g., male elementary schoolteachers) were expected to rely on exemplars, whereas alternative sources of information, particularly abstract stereotypes, would be available for making judgments of a more familiar category (e.g., female elementary schoolteachers). Experiments 1 and 2 demonstrated support for these hypotheses. Experiment 3 ruled out the possibility that the differences in judgment strategy between the familiar and unfamiliar compound categories arose from the relative incompatibility of the two constituent categories (e.g., males and elementary schoolteachers), rather than familiarity. Implications for stereotype development and change are discussed.

Caring and Elementary Teaching

This article reports findings from a research project on the early career path of a group of male elementary school teachers. Issues of caring for children and disparities between how male and female teachers are permitted to relate to their elementary-age students are explored. In the preservice situation, the participants experienced tensions between how they, as male teachers, would naturally be inclined to show care toward students and the limitations that they felt were imposed on them by societal concerns about issues of child protection. During their 1st year of teaching, some of these frustrations endured, but participants found different and more acceptable ways of showing care. These ways of showing care can be described as being located on a professional rather than a parental end of a continuum of caring.

Characteristics of male elementary teachers in the U.S.A., at teacher education program entry and exit

This article reports on two studies that describe the status of male elementary preservice and inservice teachers. One study looked at entering teacher candidates, describing differences between males entering elementary education and other teacher candidates, at three universities in the U.S.A. ( n = 936), with three sets of variables: (1) high school background, (2) self-confidence in teaching, and (3) expectations for teacher education. The second study looked at practicing male elementary school teachers who were recent graduates of teacher education programs at 12 different universities ( n = 1098), with three sets of variables: (1) career status, (2) ratings of teacher education program quality, and (3) self-evaluation of teaching knowledge and skills. Male elementary candidates were less academically oriented, more self-confident about teaching, and less optimistic about usefulness of courses than other subgroups of entering teacher candidates. Male elementary teachers had lower job satisfaction and less favorable opinions of their teacher education programs than other subgroups of teachers, but were just as sanguine about their level of teaching skill as were the other groups.

Study on the Uniform Regulation for Male Elementary School Teachers by the Ordinance of Prefectures in the Latter Half of Meiji Period

Study on the Uniform Regulation for Male Elementary School Teachers by the Ordinance of Prefectures in the Latter Half of Meiji Period