Attracting, recruiting and retaining male teachers: policy issues in the male teacher debate

Abstract

Frequent calls for more male teachers are being made in English‐speaking countries. Many of these calls are based upon the fact that the teaching profession has become (even more) ‘feminized’ and the presumption that this has had negative effects for the education of boys. The employment of more male teachers is sometimes suggested as a way to re‐masculinize schools so they become more ‘boy‐friendly’ and thus contribute to improving boys' school performance. The focus of this paper is on an Australian education policy document in the state of Queensland that is concerned with the attraction, recruitment and retention of male teachers in the government education system. It considers the failure of this document, as with many of the calls for more male teachers, to take into account complex matters of gender raised by feminism and the sociology of masculinities. The paper then critiques the primary argument given for the need for more male teachers: that is, that male teachers provide boys with much needed role models.

Notes

Corresponding author. School of Education, The University of Queensland, Brisbane, Qld. 4072, Australia. Email: [email protected]

This study was commissioned by the DEST to ascertain the educational needs of boys in Australian schools. The views expressed in this paper are those of the authors and not necessarily those of DEST.