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EDU 501 TEACHER EDUCATION PROGRAM BIAS TOWARDS MALE PRE-SERVICE TEACHERS(USE AS GUIDE ONLY)
TEACHER EDUCATION PROGRAM BIAS TOWARDS MALE PRE-SERVICE
A Research Proposal
Presented in Partial Fulfillment of
EDU 501 Research in Education
For information on this topic, visit the Male Elementary Teacher Advocacy:
TABLE OF CONTENTS
Statement of the Problem
REVIEW OF THE LITERATURE
Stereotypes of Men as Nurturers
Possible Bias in Teacher Education Programs
METHODS OR PROCEDURES
Design of the Study
MALE TEACHER SURVEY
According to the 2010 United States Bureau of Labor Statistics, the percentage of male
teachers in childcare, preschool and kindergarten, and elementary and middle school are 5.3%, 3.0%, and 18.2% respectively ("Household data annual," 2010). Sumsion (2005) stated that early childhood education persisted in being the most “gender-skewed” of all occupations. Apprehensions about the possible repercussions of this gender imbalance led to several international calls for the increase of male participation in early childhood education (Sumsion, 2005). Sumsion (2005) added that a leading matter of debate is whether to recruit more men to early childhood education presumably because “increasing the proportion of men in early childhood education will benefit society as a whole by disrupting prevailing and limiting assumptions about gender roles and responsibilities” (p. 110). Cameron and Moss (1998) concisely stressed the argument by saying:
…the absence or presence of men in early childhood services contributes to or challenges dominant ideologies about gender roles and relationships in the wider community. A center with a mixed gender workforce, for example, is part of a gender equity discourse, including equal sharing of childcare between men and women, just as a center with only women workers is part of a very different discourse which identifies women as particularly suited to caring for young children. (p. 16)
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