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EECERA annual conference Knowledge and voice in Early Childhood: Who knows, who speaks, who listens? Birmingham, UK 6th -8th September 2010

20th Tim Rohrmann From research to action: A comparison of recent research in Austria, Germany and Norway Presentation on the 20th. EECERA annual conference, 6.9.2010, Birmingham/UK. Abstract What status can be given to gender balance in the ECE work force in various European countries? Recently major research studies have focused on men and gender balance in ECE. On the basis of research the author sheds light on difficulties regarding research on gender issues in the ECE work force. In a first part, statistics from Austria, Germany and Norway are analyzed. A closer look reveals that cross-county-comparisons need a differentiated view on regional factors, providers structures and vocational backgrounds of male and female workers. In the second part, some outcomes of major research projects in Austria and Germany are analyzed. The presentation discusses similarities and differences between the re-sults and the situation in the two countries. The different studies use various samples, methodologies and methods, including quantitative and qualitative data. It is analyzed whether differences in outcome have to been understood as "cultural" in the context of the different ECE systems in the two countries, and/or are related to the different research paradigms and methods that were used. The author concludes that cross-country-comparisons have to refer to different educatio-nal backgrounds and institutional structures. Moreover, researchers need to analyse ef-fects of their own theories and personal attitudes on research strategies, processes and results. elementar research project Innsbruck University, Faculty of Education, Austria web: http://www.uibk.ac.at/ezwi/elementar Coordination office Men in Kitas Catholic High School of Applied Sciences, Berlin, Germany web: http://www.koordination-maennerinkitas.de Author correspondance: Dr. Tim Rohrmann Email [email protected]

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Rohrmann: Gender balance in the ECE work force: resent research

Tim Rohrmann

data2map.de

Gender Balance in ECE work forceFrom research to action: A comparison of recent research from Austria and Germany (and Norway)

Tim Rohrmann

Main questions

Rohrmann: Gender balance in the ECE work force: resent research

• Different systems –

• Whom are we talking about?• Who is listening, and

which voices are heard?y

similar problems?• Similar results –

different interpretations?

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Proportion of male workers

Rohrmann: Gender Balance in the ECE work force: resent research

10 %

3 %

1 %

3 %

Proportion of male workers


• Strong support for gender equality and f th ‘ t i i tfather‘s engagement in society

• Strategies and projects for increasing the proportion of male workers

• Vocational decision at early age• Access to vocational training in ECE for

males only since 1981

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A closer look to statistics (1)




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A closer look to statistics (2a)




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Regional factors and providers strategiesproviders strategies are probably more important than effects of national systems

Vocational background of workers


Whom are we talking about?

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Vocational background of workers


• > 65% of male and 80% of female workers are qualified workers ( Erzieher“ or higher)

• ca. 50 % of male and 36% of female workers are low-qualified assistants

• specific law and administration for ECC‘s with

are qualified workers („Erzieher or higher)• 26% of male workers, but only 6% of

female workers are volunteers or interns

alternative pedagogical approach

• pre-school teachers with high school degree: 20% of male, 27% of female workers

• 62% of male workers and 55% female workers are low-qualified assistants

From research to action (and vice versa)


• Action plan on gender equity• Recruitment teams in every county;

national coordination• Evaluation sheds critical light

on goals and measures

• Coordination office for men in Kitas (ECCs), funded by the Ministry of Family Affairs

• No political / administrative actions yet

funded by the Ministry of Family Affairs• European Social Fund (ESF) model projects• Qualification programs

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Conclusions (1)


• „The“ men in ECE don‘t exist„The men in ECE don t exist• Different national systems can

explain cross-country-differencesin male engagement in ECE

• Still ... there are a lot ofsimilarities!

Recent research: Two major studies


• Full survey of male students and male workers in ECEC with questionnaires

• Group discussions with male and female students and workers

workers in ECEC with questionnaires• Semi-structured interviews with male and

female workers all over the country

students and workers• Focusing on regions with high proportion

of male workers• Representative study: phone interviews

with leaders, provider‘s officers, parents

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Recent research


Diff h i• Different research strategies• Different theoretical backgrounds• Still ... similar results

• Listening to the voices of men

Similar results, e.g.


gcan make a difference

• Men introduce a different range ofactivities and ideas to ECCs

• Male and female educators canmutually learn from each othery

• Suspicions of men as potential childabusers are a problem for many men

• All agree: ECE work needs better payand more appreciation in society

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Different interpretations of similar results


Men prefer sports and physical activitiesMen prefer sports and physical activities with children

• Both men and women appreciate this• Focus on sports and physical activities

could attract more men to the profession

• Most women know about the importance of physical activities

• Gender-stereotyped activities have to be problematised

Similarities and differences in activitiesbetween male and female coworkers in the view of men

elementarmen in early childhood education and care

33%

40%

2%

2%

3%physical games

play rough and fighting games

■ rather myself

■ rather my femalecolleague

6%

35%

54%

2%

0% 20% 40% 60%

spend more time outdoors

doing handicrafts

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What would make work in ECE more attractivefor you? The view of men


56%

84%

31%

13%Salary equal to a teacher

Much time spent outdoors

■ fully agree

■ rather agree

46% 34%

0% 50% 100%

More physical activities

Similarities and differences in activitiesbetween male and female coworkers in the view of men


33,3

39,8

64,7

57,4

2

2,8physical games

playing rough and fighting games

d i

■ rather myself

■ rather no difference

■ th f l

5,5

34,5

40,9

63,6

53,6

1,8

0% 20% 40% 60% 80% 100%

spend more time outdoors

doing handicrafts

■ rather my female colleague

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What would make work in ECE more attractive for you? The view of men and women


88%

97%

87%

96%Salary equal to a teacher

Much time spent outdoors

■ men

■ women

88%

81%

0% 50% 100%

More physical activities

Contradictory conclusions


Men and women working together in ECC leads to...• more gender-balance in activities

Training on high school level...• could probably attract more men to the field

because of higher status • is contrary to low-level-access programs for less

qualified male workers e g career changers

more gender balance in activities• reinforcement of gender-stereotyped behavior

qualified male workers, e.g. career changersLow wages for ECE workers...• are a major reason for the low proportion of men

interested to work in ECE• are no major problem of active male ECE workers

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Conclusions (2)


• Interpretations of empiric results have to refer to different educational backgrounds and institutional structures

• Samples must be analysed carefully before attempts to generalise results

• Researchers need to analyse effects of their own attitudes on research strategies, processes and results

Resources


Cremers, Michael; Krabel, Jens; Calmbach, Marc; Bundesministerium für Familie, Senioren, Frauen & Jugend (Hg.) (2010). Männliche Fachkräfte in Kindertagesstätten Berlin: BMFSFJin Kindertagesstätten. Berlin: BMFSFJ.

Forschungsprojekt elementar – Männer in der pädagogischen Arbeit mit Kindern (2008-2010). Innsbruck University. [Online] URL: http://www.uibk.ac.at/ezwi/elementar

Hoel, Anette / Johannesen, Nina (2010). Status of Gender equality work in Norwegian Kindergartens – New kindergartens in old tracks. Presentation on the 20th EECERA conference in Birmingham, 6.8.2010. g

Norwegian Ministry of Education and Research (2008): Action Plan for Gender Equality in Kindergarten and Basic Education. Oslo. [Online] URL: http://www.regjeringen.no/upload/KD/Vedlegg/Barnehager/likestilling/Gender_Equality.pdf

Statistisk Sentralbyra (2010). Ansatte i barnehager etter stilling og kjønn 2006-2009. [Online] URL: http://www.ssb.no/barnehager/tab-2010-06-15-06.html

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Thank you for your attention!

Rohrmann: Cross-country comparison of research on men in ECE

elementar research projectI b k U i i F l f Ed i A iInnsbruck University, Faculty of Education, Austriaweb: http://www.uibk.ac.at/ezwi/elementar

Coordination office Men in KitasCatholic High School of Applied Sciences, Berlin, Germanyweb: http://www.koordination-maennerinkitas.dep

KoME – Research network Knowledge on Men in ECEemail [email protected]

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