Male teachers in Shanghai public kindergartens: a phenomenological study

ABSTRACT

Using theories on gendered organizations and masculinities as a conceptual framework, this study explores the experiences of men who teach kindergarten in China. The findings illuminate the simultaneous struggles and privilege the men experience as well as the challenges of deconstructing gendered roles associated with social and professional expectations. Such deconstruction requires both a shared awareness of the need for change and the desire to make these changes. In societies where gendered roles are deeply embedded in social norms, change will likely be slow to emerge.

KEYWORDS:

• Masculinities
• primary education
• teachers/educators
• phenomenology

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Yan Yang is an assistant professor in the School of Education, Shanghai Normal University Tianhua College. She earned her Doctor of Education degree at the University of the Pacific in Stockton, California. Her research interests include gender and early childhood education, early childhood teachers’ in-service training, and professional development.

Delores E. McNair is an associate professor of educational and organizational leadership in the Benerd School of Education at the University of the Pacific. Her doctorate in community college leadership is from Oregon State University.