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Gender and Education Volume 20, 2008 - Issue 2
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Original Articles

So what exactly do you want? What principals mean when they say ‘male role model’

Penni Cushman Christchurch College of Education, Christchurch, New ZealandCorrespondence[email protected]
Pages 123-136 | Published online: 17 Aug 2009

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Adam Beavan, Jan Spielmann, Petra Johns, James Doty & Jan Mayer. (2023) Compassion and self-compassion motivation and action levels in a high-performance soccer youth academy. International Journal of Sport and Exercise Psychology 21:3, pages 440-455.
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Patricia Alexander. (2022) Shared discursive history, rethinking teachers as role models. Pedagogy, Culture & Society 30:4, pages 529-547.
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Shaaista Moosa & Deevia Bhana. (2022) ‘Troubling men who teach young children’: masculinity and the paedophilic threat. Pedagogy, Culture & Society 30:4, pages 511-528.
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Joann Wilkinson & Jo Warin. (2022) Men-only support spaces in early years education: a step towards a gender diverse or a gender divided workforce?. Gender and Education 34:4, pages 478-493.
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Simon Brownhill, Paul Warwick, Jane Warwick & Eva Brown Hajdukova. (2021) ‘Role model’ or ‘facilitator’? Exploring male teachers’ and male trainees’ perceptions of the term ‘role model’ in England. Gender and Education 33:6, pages 645-660.
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Vaughan Cruickshank. (2020) How do Australian male primary teachers cope with social isolation in their schools?. Education 3-13 48:6, pages 690-703.
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Vusi Msiza. (2020) ‘I don’t like them coming to me and saying hey, I like you’: male teachers in relegated positions of masculinity. Agenda 34:2, pages 86-93.
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Catherine Palmer, Vaughan Cruickshank, Murray Drummond & Donald Reid. (2020) Male primary school teachers, masculinity and identity work in regional Australia. Sport, Education and Society 25:3, pages 261-273.
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Shaaista Moosa & Deevia Bhana. (2020) Men teaching young children: “you can never be too sure what their intentions might be”. Oxford Review of Education 46:2, pages 169-184.
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Jo Josephidou. (2020) A gendered contribution to play? Perceptions of Early Childhood Education and Care (ECEC) practitioners in England on how their gender influences their approaches to play. Early Years 40:1, pages 95-108.
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Thomas Anthony Cousins. (2020) Collegiality vs role models: gendered discourses and the ‘glass escalator’ in English primary schools. Early Years 40:1, pages 37-51.
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Penelope W. St. J. Watson, Christine M. Rubie-Davies, Kane Meissel, Elizabeth R. Peterson, Annaline Flint, Lynda Garrett & Lyn McDonald. (2019) Teacher gender, and expectation of reading achievement in New Zealand elementary school students: essentially a barrier?. Gender and Education 31:8, pages 1000-1019.
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Shaaista Moosa & Deevia Bhana. (2019) Troubling the male role modelling theory: male teachers as role models for girls?. European Early Childhood Education Research Journal 27:6, pages 888-901.
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Colette Ankers de Salis, Avril Rowley, Kathy Stokell & Mark Brundrett. (2019) Do we need more male primary teachers? Tensions and contradictions in the perspectives of male and female trainees. Education 3-13 47:4, pages 475-489.
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Maria Hedlin, Magnus Åberg & Caroline Johansson. (2019) Fun guy and possible perpetrator: an interview study of how men are positioned within early childhood education and care. Education Inquiry 10:2, pages 95-115.
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Mia Heikkilä. (2019) Changing the gender balance in preschools: an analysis of active work carried out by seven Swedish municipalities. Education Inquiry 10:2, pages 134-150.
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Susan Sandretto & Karen Nairn. (2019) Do parenting advice books help or harm? Critiquing ‘common-sense’ advice for mothers raising boys. Gender and Education 31:3, pages 327-343.
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Penelope Winifred St John Watson, Christine Margaret Rubie-Davies & John Allan Hattie. (2019) Adolescent males in New Zealand school choirs: the contradictory business of being in the gender vanguard. Gender and Education 31:3, pages 425-444.
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Vaughan Cruickshank. (2019) Male primary teachers’ fear and uncertainty surrounding physical contact. Education 3-13 47:2, pages 247-257.
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Shaaista Moosa & Deevia Bhana. (2018) ‘They won't take you as a man, as a real man’ why men can't teach young children in foundation phase. International Journal of Inclusive Education 22:6, pages 577-593.
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Ian Davis & Stephen Hay. (2018) Primary masculinities: how male teachers are regarded as employees within primary education – a global systematic literature review. Sex Education 18:3, pages 280-292.
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Simon Brownhill & Ruby Oates. (2017) Who do you want me to be? An exploration of female and male perceptions of ‘imposed’ gender roles in the early years. Education 3-13 45:5, pages 658-670.
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Shaaista Moosa & Deevia Bhana. (2017) Men managing, not teaching Foundation Phase: teachers, masculinity and the early years of primary schooling. Educational Review 69:3, pages 366-387.
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Emma Perry. (2016) Gendered discourses of facilitation in a probation learning environment: challenging the heteronormative ideal. Journal of Gender Studies 25:4, pages 477-490.
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Anita Kit-wa Chan, George Siu-keung Ngai & Po-king Choi. (2016) Contextualising the career pathways of women principals in Hong Kong: a critical examination . Compare: A Journal of Comparative and International Education 46:2, pages 194-213.
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Deevia Bhana & Shaaista Moosa. (2016) Failing to attract males in foundation phase teaching: an issue of masculinities. Gender and Education 28:1, pages 1-19.
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Vaughan Cruickshank, Scott Pedersen, Allen Hill & Rosemary Callingham. (2015) Construction and validation of a survey instrument to determine the gender-related challenges faced by pre-service male primary teachers. International Journal of Research & Method in Education 38:2, pages 184-199.
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Simon Brownhill. (2014) ‘Build me a male role model!’ A critical exploration of the perceived qualities/characteristics of men in the early years (0–8) in England. Gender and Education 26:3, pages 246-261.
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Kevin McGrath & Mark Sinclair. (2013) More male primary-school teachers? Social benefits for boys and girls . Gender and Education 25:5, pages 531-547.
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James C. Jupp. (2013) What are white progressive masculinities? Counternarratives and contradictions of committed white male teachers in inner-city schools. Gender and Education 25:4, pages 413-431.
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Cecile Wright & Christine Callender. (2012) Gender, race, and the politics of role modelling: the influence of male teachers. British Journal of Sociology of Education 33:6, pages 927-933.
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Penni Cushman. (2012) ‘You're not a teacher, you're a man’: the need for a greater focus on gender studies in teacher education. International Journal of Inclusive Education 16:8, pages 775-790.
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Maria Hedlin. (2012) Admission policy of Swedish teacher education favouring men: Discussion in Parliament in 1962. Education Inquiry 3:2, pages 227-242.
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Christine Skelton. (2012) Men teachers and the “feminised” primary school: a review of the literature. Educational Review 64:1, pages 1-19.
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AnitaK.W. Chan. (2011) Feminising and masculinising primary teaching: a critical examination of the interpretive frameworks of male primary school principals in Hong Kong. Gender and Education 23:6, pages 745-759.
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Kathryn Roulston & Mitsunori Misawa. (2011) Music teachers' constructions of gender in elementary education. Music Education Research 13:1, pages 3-28.
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Marie‐Pierre Moreau. (2011) The societal construction of ‘boys’ underachievement’ in educational policies: a cross‐national comparison. Journal of Education Policy 26:2, pages 161-180.
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Päivi Berg & Elina Lahelma. (2010) Gendering processes in the field of physical education. Gender and Education 22:1, pages 31-46.
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Christine Skelton. (2009) Failing to get men into primary teaching: a feminist critique. Journal of Education Policy 24:1, pages 39-54.
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Uvanney Maylor. (2009) ‘They do not relate to Black people like us’: Black teachers as role models for Black pupils. Journal of Education Policy 24:1, pages 1-21.
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Roy Kabesa & Izhak Berkovich. A qualitative exploration of perceptions of masculinity and fatherhood of male school leaders. Gender and Education 0:0, pages 1-17.
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