Men as promoters of change in ECEC? An international overview

References

• Ahnert, L., M. Pinquart, and M. E. Lamb. 2006. “Security of Children’s Relationships with Nonparental Care Providers: A Meta-Analysis.” Child Development 77 (3): 664–679. doi:10.1111/j.1467-8624.2006.00896.x.
   PubMed Web of Science ®Google Scholar
• Aigner, J. C., and G. Poscheschnik, eds. 2015. Kinder Brauchen Männer: Psychoanalytische, Sozialpädagogische Und Erziehungswissenschaftliche Perspektiven. Gießen: Psychosozial-Verlag.
   Google Scholar
• Aigner, J. C., and T. Rohrmann, eds. 2012. Elementar: Männer in Der Pädagogischen Arbeit Mit Kindern. Opladen: Barbara Budrich.
   Google Scholar
• Ailwood, J. 2007. “Mothers, Teachers, Maternalism and Early Childhood Education and Care: Some Historical Connections.” Contemporary Issues in Early Childhood 8 (2): 157–165. doi:10.2304/ciec.2007.8.2.157.
   Google Scholar
• Baagøe Nielsen, S., ed. 2011. Nordiske mænd til omsorgsarbejde! En forskningsbaseret erfaringsopsamling på initiativer til at rekruttere, uddanne og fastholde mænd efter finanskrisen. Roskilde: VELPRO – Center for Velfærd, Profession og Hverdagsliv.
   Google Scholar
• Bauchmüller, R., M. Gørtz, and A. W. Rasmussen. 2014. “Long-Run Benefits from Universal High-Quality Preschooling.” Early Childhood Research Quarterly 29 (4): 457–470. doi:10.1016/j.ecresq.2014.05.009.
   Web of Science ®Google Scholar
• Belotti, E. G. 1975. Little Girls: Social Conditioning and Its Effects on the Stereotyped Rôle of Women during Infancy. London: Writers and Readers Pub. Cooperative.
   Google Scholar
• Bem, S. L. 1974. “The Measurement of Psychological Androgyny.” Journal of Consulting and Clinical Psychology 42 (2): 155–162. doi:10.1037/h0036215.
   PubMed Web of Science ®Google Scholar
• Bem, S. L., and S. A. Lewis. 1975. “Sex Role Adaptability: One Consequence of Psychological Androgyny.” Journal of Personality and Social Psychology 31 (4): 634–643. doi:10.1037/h0077098.
   Web of Science ®Google Scholar
• Børve, H. E. 2017. “Men in Kindergartens: Work Culture and Gender.” Early Child Development and Care 187 (7): 1083–1094. doi:10.1080/03004430.2016.1154853.
   Web of Science ®Google Scholar
• Brandes, H., M. Andrae, W. Roeseler, and P. Schneider-Andrich. 2015. “Does Gender Make a Difference? Results of the German Tandem-Study on the Pedagogical Activity of Female and Male ECE Workers.” European Early Childhood Education Research Journal 23 (3): 315–327. doi:10.1080/1350293X.2015.1043806.
   Web of Science ®Google Scholar
• Butler, J. 1990. Gender Trouble: Feminism and the Subversion of Identity. New York: Routledge.
   Google Scholar
• Butler, J. 1993. Bodies that Matter: On the Discursive Limits of “Sex”. New York: Routledge.
   Google Scholar
• Cameron, C., P. Moss, and C. Owen. 1999. Men in the Nursery: Gender and Caring Work. London: Paul Chapman Publishing.
   Google Scholar
• Connell, R. W. 1995. Masculinities. Berkeley, CA: University of California Press.
   Google Scholar
• Cremers, M., J. Krabel, and M. Calmbach. 2012. Male Educators in Kitas. A Study on the Situation of Men in Early Childhood Education. Berlin: Federal Ministry for Familiy Affairs, Senior Citizens, Women and Youth.
   Google Scholar
• Drange, N., and R. Marte. 2017. “Child Care Center Staff Composition and Early Child Development.” Statistisk Sentralbyrå Discussion Papers (no. 870), Accessed 08 January 2017. http://www.ssb.no/en/forskning/discussion-papers/_attachment/332823?_ts=1604982ebc8
   Google Scholar
• European Commission. 2011. “Early Childhood Education and Care: Providing All Our Children with the Best Start for the World of Tomorrow. Communication from the Commission.” Accessed 23 March 2012. http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2011:0066:FIN:EN:PDF .
   Google Scholar
• European Commission Network on Childcare. 1996. “Quality Targets in Services for Young Children.” Accessed 11 November 2018. http://www.childcarecanada.org/sites/default/files/Qualitypaperthree.pdf
   Google Scholar
• Farquhar, S. 1997. “Are Male Teachers Really Necessary?” Paper presented at the NZARE Conference, Auckland, New Zealand, Accessed 22 September 2018. https://files.eric.ed.gov/fulltext/ED417821.pdf
   Google Scholar
• Farquhar, S. 2012. “Time for Men to Be Invited into Early Childhood Teaching. The Findings of a National Survey of Early Childhood Education Services and Teacher Educators.” Accessed September 14, 2012. http://www.childforum.com/policy-issues/surveys-and-ece-sector-a-family-data/787-are-men-wanted-in-ece-why-what-action-should-be-taken-a-2012-survey-of-ece-services-and-teacher-educators.html
   Google Scholar
• Foster, V., M. Kimmel, and C. Skelton. 2001. “‘What about the Boys?’ An Overview over the Debates.” In What about the Boys? Issues of Masculinity in Schools, edited by W. Martino and B. Meyenn, 1–23. Oxford: Open University Press.
   Google Scholar
• Friis, P. 2006. “Temahefte Om Menn I Barnehagen, Om Å Rekruttere Og Beholde Menn I Barnehagen.” Oslo: Kunnskapsdepartementet. Accessed 26 October 2018. https://www.regjeringen.no/globalassets/upload/kilde/kd/red/2006/0107/ddd/pdfv/290162-temahefte_om_menn_i_barnehagen.pdf
   Google Scholar
• Gärtner, M., E. Scambor, and E. Bernacchi. 2018. “Boys in Care. Strengthening Boys to Pursue Care Occupations: Transnational Report.” Accessed 23 May 2019. https://www.boys-in-care.eu/fileadmin/BIC/General/BiC_Transnational_Report_2018.pdf
   Google Scholar
• Heikkilä, M. 2015. “Män I Förskolan. En Kunskapsöversikt.” Stockholm: Sveriges Kommuner og Landsting. Accessed 09 September 2016. http://webbutik.skl.se/bilder/artiklar/pdf/7585-293-5.pdf
   Google Scholar
• Helbig, M. 2012. “Boys Do Not Benefit from Male Teachers in Their Reading and Mathematics Skills: Empirical Evidence from 21 European Union and OECD Countries.” British Journal of Sociology of Education 33 (5): 661–677. doi:10.1080/01425692.2012.674782.
   Web of Science ®Google Scholar
• Huber, J., and B. Traxl. 2017. “Pedagogical Differences and Similarities between Male and Female Educators, and Their Impact on Boys’ and Girls’ Behaviour in Early Childhood Education and Care Institutions in Austria.” Research Papers in Education 59 (6): 1–20. doi:10.1080/02671522.2017.1353674.
   Google Scholar
• Hurrelmann, K., and T. Schultz, eds. 2012. Jungen Als Bildungsverlierer: Brauchen Wir Eine Männerquote in Kitas Und Schulen? Weinheim: Beltz.
   Google Scholar
• Jensen, J. J. 1996. “Men as Workers in Childcare Services: A Discussion Paper.” Accessed 23 September 2018. https://files.eric.ed.gov/fulltext/ED403080.pdf
   Google Scholar
• Johannesen, N., and A. Hoel. 2010. “Status of Gender Equality Work in Norwegian Kindergartens – New Kindergartens in Old Tracks: Presentation on the XXVI.” OMEP World Congress, Göteborg/Sweden. 13 August 2010. Accessed 13 October 2017. http://www.siggender.eu/forschung/SIG_GB/OMEP_2010_Johannesen.pdf
   Google Scholar
• Jones, D. 2003. “The ‘Right Kind of Man’: The Ambiguities of Regendering the Early Years School Environment—The Case of England and Wales.” Early Child Development and Care 173 (6): 565–575. doi:10.1080/0300443032000178627.
   Google Scholar
• Koch, B., and K. Emilsen. 2017. “Men and Women in Outdoor Play – The Gender Perspective.” In The Sage Handbook of Outdoor Play and Learning, edited by T. Waller, E. B. S. Eva Ärlemalm-Hagsér, L. Lee-Hammond, K. Lekies, and S. Wyver, 413–428. London: Sage.
   Google Scholar
• Koch, B., and J. C. Aigner. 2016. Männerförderung Im Kindergarten: Die Maschine Tuckert, Aber Sie Läuft Noch Nicht. Innsbruck: Innsbruck University Press.
   Google Scholar
• Koch, B., and S. Farquhar. 2015. “Breaking through the Glass Doors: Men Working in Early Childhood Education and Care with Particular Reference to Research and Experience in Austria and New Zealand.” European Early Childhood Education Research Journal 23 (3): 380–391. doi:10.1080/1350293X.2015.1043812.
   Web of Science ®Google Scholar
• Koordinationsstelle „Männer in Kitas“. 2013/2014. “Analysen, Erfahrungen Und Strategien: Handreichungen Für Die Praxis.” Accessed 07 November 2018. https://mika.koordination-maennerinkitas.de/unsere-themen/praxis-handreichungen/
   Google Scholar
• Koordinationsstelle „Männer in Kitas“. 2017. “Neue Erkenntnisse Zum Männeranteil Auf Einrichtungsebene - Männliche Erzieher in Jeder Vierten Kita.” Accessed 14 August 2018. https://mika.koordination-maennerinkitas.de/forschung/maenneranteil-einrichtungen/
   Google Scholar
• Lamb, M. E. 2010. The Role of the Father in Child Development. 5th ed. Hoboken, N.J: Wiley.
   Google Scholar
• Martin, C. L., R. E. Cook, and C. Z. A. Naomi. 2017. “Reviving Androgyny: A Modern Day Perspective on Flexibility of Gender Identity and Behaviour.” Sex Roles 76 (9–10): 592–603. doi:10.1007/s11199-016-0602-5.
   Web of Science ®Google Scholar
• McGrath, K., and M. Sinclair. 2013. “More Male Primary-School Teachers? Social Benefits for Boys and Girls.” Gender and Education 25 (5): 531–547. doi:10.1080/09540253.2013.796342.
   Web of Science ®Google Scholar
• Nelson, B. G., and B. Sheppard, eds. 1992. Men in Child Care and Education: A Handbook for Administrators and Educators. Minneapolis, MN: Men in Childcare Project.
   Google Scholar
• OECD. 2006. Starting Strong II. Early Childhood Education and Care Policy. Paris: OECD.
   Google Scholar
• OECD. 2018. Education at a Glance 2018: OECD Indicators. Paris: OECD. doi:10.1787/eag-2018-en. Accessed 22 September 2018.
   Google Scholar
• Peeters, J., T. Rohrmann, and K. Emilsen. 2015. “Gender Balance in ECEC: Why Is There so Little Progress?” European Early Childhood Research Journal 23 (3): 302–314. doi:10.1080/1350293X.2015.1043805.
   Web of Science ®Google Scholar
• Plaisir, J., K. Cole, and M. Reich-Shapiro. 2018. “It’s More than ‘He Jumps Well with the Kids’: Recruiting and Positioning Men in Early Years Settings.” Paper presented on the 28th EECERA Annual Conference, Budapest, Hungary, August 30. Accessed 26 October 2018. http://www.siggender.eu/forschung/2018_annualconf/Plaisir%20et%20al%20EECERA%202018.pdf
   Google Scholar
• Rabe-Kleberg, U. 2003. Gender Mainstreaming Und Kindergarten. Weinheim: Beltz.
   Google Scholar
• Rohrmann, T. 2009. Gender in Kindertageseinrichtungen: Ein Überblick Über Den Forschungsstand. München: Deutsches Jugendinstitut.
   Google Scholar
• Rohrmann, T. 2015. “Männer in Der Elementarpädagogik: Ein Internationales Thema.” In Kinder Brauchen Männer: Psychoanalytische, Sozialpädagogische Und Erziehungswissenschaftliche Perspektiven, edited by J. C. Aigner and G. Poscheschnik, 37–59. Gießen: Psychosozial-Verlag.
   Google Scholar
• Rohrmann, T. 2016a. “Männliche Fachkräfte in Kitas - Wozu?” In Männer in Kindertagesstätten: Theorien - Konzepte - Praxisbeispiele, edited by W. Weegmann and J. Senger, 55–64. Stuttgart: Kohlhammer.
   Google Scholar
• Rohrmann, T. 2016b. “Men and Women as Professionals in Early Childhood Education. An Issue of Inclusion?” La Nouvelle Revue De L’adaptation Et De La Scolarisation n° 73 (Avril 2016): 201–219. doi:10.3917/nras.073.0201.
   Google Scholar
• Rohrmann, T., and D. Brody. 2015. “Questioning Methodologies in Research on Men in ECEC.” European Early Childhood Research Journal 23 (3): 405–416. doi:10.1080/1350293X.2015.1043814.
   Web of Science ®Google Scholar
• Rohrmann, T., and K. Emilsen. 2015. “Special Issue: Gender Balance in the ECEC Work Force. Editorial.” European Early Childhood Education Research Journal 23 (3): 295–301. doi:10.1080/1350293X.2015.1043804.
   Web of Science ®Google Scholar
• Rohrmann, T. K., E. J. Peeters, J. Warin, and R. Sak. 2018. “Advantages of Gender-Mixed Teams - Recent Data, Studies, and Policy Developments.” Accessed 23 September 2018. http://www.siggender.eu/forschung/2018_annualconf/Rohrmann%20et%20al%20EECERA%20poster%202018.pdf Poster presented on the 28th EECERA Annual Conference, 29. 8.2018, Budapest, Hungary.
   Google Scholar
• Rolfe, H. 2005. Men in Childcare: EOC Report No. 35. Manchester: Equal Opportunities Commission. Accessed 15 November 2008. http://www.eoc.org.uk/cseng/research/men in childcarewp 35 full report.pdf.
   Google Scholar
• Rose, L., and F. Stibane. 2013. “Männliche Fachkräfte Und Väter in Kitas. Eine Analyse Der Debatte Und Projektpraxis.” WiFF Expertisen Nr. 35. München: Deutsches Jugendinstitut.
   Google Scholar
• Sak, R. 2018. “Gender Differences in Turkish Early Childhood Teachers’ Job Satisfaction, Job Burnout and Organizational Cynicism.” Early Childhood Education Journal 2018. doi:10.1007/s10643-018-0895-9.
   Web of Science ®Google Scholar
• Sak, R., İ. T. Tim Rohrmann, Ş. Sak, and G. Schauer. 2019. “Parents’ Views on Male ECEC Workers: A Cross-Country Comparison.” European Early Childhood Education Research Journal 27 (1): 68–80. doi:10.1080/1350293X.2018.1556535.
   Web of Science ®Google Scholar
• Sandseter, E. B. H. 2014. “Early Childhood Education and Care Practitioners’ Perceptions of Children’s Risky Play; Examining the Influence of Personality and Gender.” Early Child Development and Care 184 (3): 434–449. doi:10.1080/03004430.2013.794797.
   Google Scholar
• Schulte, S. 2016. “Media Relations to Promote Men in ECEC Centres – A Balancing Act between Gender Sensivity and News Value.” http://mika.koordination-maennerinkitas.de/fileadmin/user_upload/Schulte_Media_relations_to_promote_men_in_ECEC_centres.pdf
   Google Scholar
• Scottish Parliament. 2017. “Visit to Men in Childcare 24 April 2017 Meeting.” Accessed 22 September 2018. www.parliament.scot/S5_EconomyJobsFairWork/Inquiries/Visit_Note_-_Men_in_Childcare.pdf
   Google Scholar
• Sobiraj, S., S. Korek, D. Weseler, and G. Mohr. 2011. “When Male Norms Don’t Fit: Do Traditional Attitudes of Female Colleagues Challenge Men in Non-Traditional Occupations?” Sex Roles 65 (11): 798–812. doi:10.1007/s11199-011-0057-7.
   Web of Science ®Google Scholar
• Storli, R., and E. B. Sandseter. 2017. “Gender Matters: Male and Female ECEC Practitioners’ Perceptions and Practices regarding Children’s Rough-And-Tumble Play (R&T).” European Early Childhood Education Research Journal 25: 838–853. doi:10.1080/1350293X.2017.1380881.
   Web of Science ®Google Scholar
• Tennhoff, W., J. Nentwich, S. Schaelin, and F. Vogt. 2015. “Doing Gender and Professionalism: Exploring the Intersectionalities of Gender and Professionalization in Early Childhood Education.” European Early Childhood Education Research Journal 23 (3): 340–350. doi:10.1080/1350293X.2015.1043808.
   Web of Science ®Google Scholar
• Thorpe, K., V. Sullivan, E. Jansen, P. McDonald, J. Sumsion, and S. Irvine. 2018. “A Man in the Centre: Inclusion and Contribution of Male Educators in Early Childhood Education and Care Teaching Teams.” Early Child Development and Care 9 (11): 1–14. doi:10.1080/03004430.2018.1501564.
   Google Scholar
• Times, G. 2016. “Free Teacher Training Program for Men Labeled Gender Discrimination.” Accessed 26 October 2018. http://www.globaltimes.cn/content/1008547.shtml
   Google Scholar
• van Laere, K., M. Vandenbroeck, G. Roets, and J. Peeters. 2014. “Challenging the Feminisation of the Workforce: Rethinking the Mind–Body Dualism in Early Childhood Education and Care.” Gender and Education 26 (3): 232–245. doi:10.1080/09540253.2014.901721.
   Web of Science ®Google Scholar
• van Polanen, M., R. G. F. Cristina Colonnesi, and W. C. T. Louis. 2017. “Is Caregiver Gender Important for Boys and Girls? Gender-Specific Child–Caregiver Interactions and Attachment Relationships.” Early Education and Development 28 (5): 559–571. doi:10.1080/10409289.2016.1258928.
   Web of Science ®Google Scholar
• Warin, J. 2015. “Pioneers, Professionals, Playmaits, Protectors, ‘Poofs’ and ‘Paedos’: Swedish Male Pre-School Teachers’ Constructions of Their Identities.” In Men, Masculinities and Teaching in Early Childhood Education: International Perspectives on Gender and Care, edited by S. Brownhill, J. Warin, and I. Wernersson, 95–105. London: Routledge.
   Google Scholar
• Wernersson, I. 2015. “More Men? Swedish Arguments over Four Decades about ‘Missing Men’ in ECE and Care.” In Men, Masculinities and Teaching in Early Childhood Education: International Perspectives on Gender and Care, edited by S. Brownhill, J. Warin, and I. Wernersson, 13–25. London: Routledge.
   Google Scholar
• Williams, C. L. 1992. “The Glass Escalator: Hidden Advantages for Men in the “Female” Professions.” Social Problems 39 (3): 253–267. doi:10.2307/3096961.
   Web of Science ®Google Scholar
• Wohlgemuth, U. G. 2015. “Why Do Men Choose to Become Social Educators? A Profession Continuously in Pursuit of Male Colleagues.” European Early Childhood Education Research Journal 23 (3): 392–404. doi:10.1080/1350293X.2015.1043813.
   Web of Science ®Google Scholar
• Wohlgemuth, U. G. 2016. “(More) Men in Early Childhood Education and Care: An Uphill down Dale Endeavour.” Lyciu Studijos Ir Tyrimai (Gender Studies and Research) 2015 (13): 40–54. http://su.lt/images/leidiniai/Lyciu_studijos/03_Ula.pdf
   Google Scholar
• Wood, P., and S. Brownhill. 2018. “‘Absent Fathers’, and Children’s Social and Emotional Learning: An Exploration of the Perceptions of ‘Positive Male Role Models’ in the Primary School Sector.” Gender and Education 30 (2): 172–186. doi:10.1080/09540253.2016.1187264.
   Web of Science ®Google Scholar
• Xu, Y. 2018. “A Cross-Cultural Analysis of Gender and Practitioner-Child Interactions in Early Childhood Education and Care (ECEC) Settings in Scotland, Hong Kong, and Mainland China.” PhD thesis, University of Glasgow. Accessed 11 July 2018. https://theses.gla.ac.uk/30595/
   Google Scholar
• Xu, Y., and M. Waniganayake. 2017. “An Exploratory Study of Gender and Male Teachers in Early Childhood Education and Care Centres in China.” Compare: A Journal of Comparative and International Education 7 (4): 1–17. doi:10.1080/03057925.2017.1318355.
   Google Scholar