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Abstract
This paper focuses on how understanding male gendered ways of experiencing the teaching profession might help us address the current shortage of male diversity in teaching. The study discusses the factors that may influence males to enter teaching and proposes the possibility of considering the participation of males in teaching as a way to contribute to education without essentialising notions of gender, but rather by acknowledging the gendered experience of becoming and being a teacher. An analysis of interviews with male teachers and teacher candidates indicates that the most salient aspect that drove the male participants into teaching is their desire to give back to the community and to promote social justice. The author thus proposes a set of guiding directions for how to begin the process of rethinking gender construction and attracting males into the teaching profession in a way that addresses gender balance and teaching quality.
Acknowledgements
I would like to thank Carin Chang, Whitney Mahoney, and Justin Yoshimoto for assistance with data collection and analysis. My gratitude also goes to Sarah Twomey and the anonymous reviewers for their insightful feedback on earlier versions of this manuscript.
Notes
1. This study was carried out in strict accordance with the recommendations in the Ethical Standards of the American Educational Research Association, including the procurement of informed consent from all participants. The research was approved by the Committee for the Protection of Human Subjects at the University of Hawai‘i, Mānoa.