Men-Only Support Spaces in Early Years Education: A Step towards a Gender Diverse or a Gender Divided Workforce?

Autor/inn/en	Wilkinson, Joann; Warin, Jo
Titel	Men-Only Support Spaces in Early Years Education: A Step towards a Gender Diverse or a Gender Divided Workforce?
Quelle	In: Gender and Education, 34 (2022) 4, S.478-493 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilkinson, Joann)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2021.1990221
Schlagwörter	Males; Early Childhood Education; Gender Issues; Labor Force Development; Gender Differences; Diversity; Recruitment; Foreign Countries; Single Sex Classes; Peer Relationship; United Kingdom + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Geschlechterfrage; Arbeitskräftebestand; Geschlechterkonflikt; Recruiting; Rekrutierung; Ausland; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Peer-Beziehungen; Großbritannien
Abstract	Currently, 3% of the early year's education workforce is male, a figure that has remained stubbornly resistant to change over the last four decades. Research has shown that support is key to increasing the number of male employees in this sector. In recent years, there has been an increase in the demand for male-only support activities, such as men-only training courses, or support groups. Whilst these methods are popular in order to establish gender-diverse workforces, an inherent danger is that single-sex support can exacerbate binary thinking and entrench gender differences. This paper explores the role of single-sex support in gender diversifying the early year's workforce and asks when, and for whom, such spaces may be effective or valuable. The discussion is based on data collected during the GenderEYE project, which aimed to look at strategies for, and understandings about, the recruitment and support of male early childhood education professionals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01