An exploration of the perceptions surrounding male educators in the early years education

Abstract

A heteronormative society deems gender roles as ‘natural’. Nevertheless, assumptions that everyone performs natural and traditional gender roles have always been a matter of debate. Using a social constructivist perspective, this study aims to explore and investigate the prevalence of parents’/guardians’ and teachers’ perceptions of male educators in the EY, while identifying what perpetrated their views and opinions. To achieve this purpose, the researcher required a quantitative approach to examine both statements and attitudes of the participants. To attain this, in a random selection, the researcher selected eleven EY schools, comprising six State school settings, four Church-school settings and one Independent school setting. The data were collected by means of a closed and open-ended questionnaire, informed by revised literature and designed for a deeper insight into the behaviour of parents whose children are in the EY and their teachers. Through a phenomenological approach the data were later analysed using coding and thematic and context analysis which enabled the researcher to divide the data accordingly. Tables and figures portray the closeended questions while five themes were identified from the open-ended questions; Roles and responsibilities, The Challenges Encountered, Extrinsic Factors, Media-The Tool to change, and Attitudes. The findings, themes and literature, converged into two concepts, role and power which were analysed in the discussion.