SUPPLEMENTARY READING FOR BP Motion: THW subsidize male...

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SUPPLEMENTARY READING FOR BP Motion: THW subsidize male teachers in countries where there is a gender discrepancy in the teaching field.


ARTICLE 1 HOW CAN WE GET MORE MEN TO BECOME TEACHERS February 11, 2016 When the Department of Education released the school workforce statistics last year, it was revealed that the number of male teachers working in Britain had fallen for the fifth time in as many years. Compared to 2010, when a little over 1 in 4 teachers were men, last year the ratio had dropped to just 1 in 5. That may not strike you as an issue so what if our teachers tend to be female rather than male? The problem comes when you look at the effect this imbalance has on the ground. Girls are now much more likely to perform well at school. For example, at the end of primary education (age 11), only 22pc of boys achieve Level 5 or better in reading, writing and maths, compared to 27pc of girls. Seven years later, after A-levels, young women in the UK are 35pc more likely to go to university than young men. Increasingly, key figures in education such as Ucas CEO Mary Curnock Cook are asking whether the gender gap in teaching has a role in the gulf in achievement between the sexes. Perhaps boys learn better when they have a strong male role model in front of the blackboard; perhaps female teachers have a subconscious bias towards girls. So, what's to be done? When the 'misses' outnumber the 'sirs' so markedly, there is clearly a problem in the classroom - but how do we fix the problem? Nathan Kemp was named Teacher of the Year in 2012, and currently works at Leigham Primary School in Plymouth. The 31-year old believes that it is the negative perception of teaching as a career that is dissuading men from entering the classroom and that this, in turn, is having a detrimental effect on students. "The balance of male and female teachers is, at present, skewed," says Kemp. "There seems to be an attitude amongst many that if a man joins the profession, he is automatically just there to scale the steps towards headship. The reality, however, is very different. Teaching is a tough, tough profession and, in my opinion, the best teachers are not classified by their gender."


"Children are not only educated in school this is also where they learn the vast majority of their social skills and begin to form opinions and beliefs. The gender imbalance only serves to further cement the belief that teachers are female which, in turn, allows this myth to continue." Kemp's 'myth' can be seen perpetuated throughout Britain. But, whilst the majority of male teachers lament that they are outnumbered by their female colleagues, there are those who believe the imbalance to be to their benefit. Jonny Walker is a teacher at Elmhurst Primary School in East London. And, despite being one of the few male teachers on the staff, the deputy has used this minority position to his advantage. "As a male teacher in a primary school," says Walker, "you are immediately visible and you immediately 'stand out'. In my experience, men are often presumed to be confident and competent in many elements of their practice, which may need to be 'proved' more demonstrably for female teachers. "When I enter a classroom," the teacher continues, "there is already a sense that I might want to do things in a more quirky or unusual way because my career choice is perceived as quirky and unusual itself. "However, this professional freedom is an unearned privilege - and an advantage my female colleagues may not necessarily experience because they are in the majority." But even though Walker welcomes the benefits that the gender imbalance has brought him personally, the 26-year old still acknowledges that a lack of diversity among teaching staff may adversely affect pupils in general. "I think pupils would benefit from having access to committed, knowledgeable and talented educators from as many different

teachers are wildly dissimilar from the demographics of the pupils they educate, and this has ramifications upon pupils' views of school, society, and their place within it. "And whilst I think that addressing the gender imbalance would have its benefits," concludes the deputy, "I think that the imbalance of black and minority ethnic teachers is a more pressing concern."


Teach First, a charity similarly concerned about the lack of all diversity in teaching, is taking steps to attract underrepresented groups into the profession. James Darley, Executive Director of Graduate Recruitment at the charity, believes that schoolteachers should embody a true cross-section of society. education," says Darley, "it is important that the teachers in our schools represent the communities they teach in, in all elements of diversity, including sex and race." However, men - who make up 51.22 per cent of the British population - remain one of the most poorly represented groups in the field. Out of the 7,500 applications received by Teach First's Leadership Development Programme last year, only 28 pc of the 1,685 teachers recruited were male. "We have significantly increased our efforts to attract men into the teaching profession," counters Darley. "This has included a range of recruitment events at universities across the country, which have been targeted particularly at male students in STEM - science, technology, engineering and maths - subjects. "However, if we really want to address the gender gap in teaching, we must first all commit to ensuring that teaching is given the prestige that it deserves." The idea that men have been dissuaded from teaching because the profession isn't held in high enough esteem may sound strange, but there is evidence to support this theory. Richard Harty, Head of Childhood and Education at the University of East London, tells me that, in New Zealand, a long-standing public perception of male teachers having "poor intentions" has left prospective educators constantly feeling the need to justify their position in school environments. "Looking at that evidence, you can understand that joining, or staying in a group where you felt you always had to defend your position is not an attractive choice. The only places where there are large numbers of men working with young children are in areas where there is more

children and teaching are held in high esteem - such as in Scandinavia.


"We need positive publicity that highlights teaching as a good career choice," continues Harty, "and showcases men, as well as women, as successful teachers." Therefore, because teaching as a profession in Britain is currently viewed as either too tough, a stepping stone to headship or simply just not worthy or commendable enough to pursue in the eyes of men, there is an apathy towards the career path that borders on avoidance. And so, to remedy this misguided social stance, Harty says we must make a concerted effort to change the perception of teaching as a whole and show our educators the reverence they are due otherwise we run the risk of being left with no male teachers at all. BY: Jonathan Wells SOURCE: The Telegraph http://www.telegraph.co.uk/men/thinking-man/how-can-we-get-more-men-to-become-teachers/

http://www.telegraph.co.uk/men/thinking-man/how-can-we-get-more-men-to-become-teachers/

http://www.telegraph.co.uk/men/thinking-man/how-can-we-get-more-men-to-become-teachers/


ARTICLE 2 DESPITE DOWNTURN, FEW MEN SIGN UP TO TEACH Gender gaps widen a bit among teachers May 8, 2012 The economic downturn seems to have worsened an already-vast gap between the numbers of men and women teachers, particularly in the early grades. According to the U.S. Bureau of Labor Statistics' 2011 Current Population SurveyRequires Adobe Acrobat Reader, men make up only 18.3 percent of elementary and middle school teachers and 2.3 percent of preschool and kindergarten instructors a dip from the 2007 prerecession proportions of 19.1 percent in grades 1 to 8 and 2.7 percent in preschool and kindergarten. The numbers of men and women on high school teaching staffs are more evenly divided but still off parity; 42 percent of high school teachers in 2011 were men, down from 43.1 percent in 2007. A panel of researchers and former elementary teachers at the American Educational Research Association's annual meeting in Vancouver, British Columbia last month argued that the diminishing status of teachers generally, coupled with continuing sexism against men working with children, is helping tamp down the number of men willing to enter the field.

Chanté Chambers, the managing director of recruitment at historically black colleges and universities at the New York City-based Teach For America, sees the same trend playing out in her organization's efforts to recruit teachers among high-achieving college students. She said


education's perceived low status is "definitely a major barrier" to bringing more men, and particularly black men, into the teaching field. "They're coming from communities that are not necessarily affluent, so it adds to that pressure to be that breadwinner, to have financial stability, ... to make six figures so they can give back to their communities in a meaningful way," she said. In previous economic declines, such as from 1939 to 1942, more men entered K-12 teaching, according to Bryan G. Nelson, head of MenTeach, a Minneapolis-based nonprofit that works to help men become educators. "Don't get me wrong: If we started paying elementary teachers $150,000 a year, we'd see a massive influx of male teachers," Mr. Nelson told Education Week in a separate interview, "but if it were just money, the proportion [of male teachers] would be the same in secondary and elementary schools, and that's not the case." In spite of calls by President Barack Obama and U.S. Secretary of Education Arne Duncan for more men particularly black men to become teachers, researchers said federal and state accountability measures have effectively lowered the prestige of teaching. "The discussion around male teachers has gone pretty quiet recently; a lot of our discussion around diversity has taken a back seat to these other things, like the common core, state tests, high stakes, and all this stuff," said Shaun P. Johnson, an assistant professor of elementary education at Towson University in Towson, Md., and a former District of Columbia teacher. He said: "The status of the teaching profession, I believe, weighs very heavily right now on men's decision to go into

you could argue is highly gendered. Its status as a profession isn't going to improve in this climate; it's only going to get worse." Mr. Johnson and other researchers who contributed to the 2011 book Go Where You Belong: Male Teachers as Cultural Workers in the Lives of Children, Families, and Communities spoke about their research and experiences at the research conference. 'Women's Work'? Researchers argued that though girls are increasingly encouraged throughout school to enter male-dominated fields such as engineering and mathematics, boys are given less incentive or opportunity to explore working with young children. For example, Robert M. Capuozzo, an assistant professor of early-childhood education at the University of


Alaska-Anchorage, said many of the young men he teaches have never even held an infant, while the female preservice teachers have been baby-sitting and tutoring children for years. "We don't give boys the same opportunities that we give girls," Mr. Capuozzo said. "It's really important for the 6th graders to occasionally go down to read to the kindergartners or, if you are in an early-childhood setting, that the preschoolers get to go down and play with the infants, because it's not an expectation that boys get to hold little babies." Male primary and preschool teachers are often accused of being gay, pedophiles, or simply "not masculine" for wanting to work with young children, according to Jeffrey M. Daitsman, a preschool teacher and early-education researcher at the Center for Practitioner Research at National-Louis University in Chicago. Mr. Johnson and Mr. Capuozzo agreed, noting that male teachers are often seen primarily as disciplinarians and given students with more challenging behavior, even when a more experienced female teacher might be a better choice. "One of my first parent conferences, I thought [the student] was doing great; I thought it was going to be a wonderful conference. They said, 'We were expecting a Big Mac, and we feel like we've gotten a taco out of this,' " Mr. Capuozzo recalled. "Jackson was this spirited kid, he was doing great, and his parents wanted me in essence to break that spirit. They assumed I was that man who would whip him into shape, and that totally wasn't who I was at all." Perhaps because they are so frequently assumed to be disciplinarians, male teachers also have been more likely than their female colleagues to be threatened by students in every year of the Indicators of School Crime and Safety survey since 1993 though female teachers were more likely than men actually to be physically attacked by a student. Drawing distinctions between men's and women's teaching styles can reinforce the stereotype that teaching can be only "women's work," Mr. Johnson said. "Is there something about a man's teaching that is or should be different? I don't think so, and a lot of men teachers I've spoken to over the years are not interested in believing they are doing something different. They just want to be teachers. That's it. They don't want to be male teachers; they don't want to be male role models."


Mr. Daitsman disagreed, noting that he often grows his hair long and wears a beard to encourage his preschool students to question gender differences. He said men often become teachers because they want "the ability to break some of these stereotypes, to show kids that they can be caring, that they can be nurturing, that they can wear pink," he said. "A woman teacher might be able to say those things, but it's different when you

socially and emotionally a man can do a lot in the classroom. I think gender does matter." First-year teacher MarQo D. Patton agrees. The 4th grade math and science instructor is the only full-time male teacher at Smithson Craighead Academy, a charter elementary school in Nashville, Tenn., and he said being a "positive black male role model" is the most meaningful part of his job. "I knew I would be the only male teacher at the school, but these kids had the same experiences I had as a kid," Mr. Patton said. "I really would have liked to have had that positive role model when I was growing up. I'm more than just a teacher for these kids." Welcoming Details Playing up the potential to be a direct role model for students can help overcome the prestige gap between teaching and other careers, Teach For America's Ms. Chambers said. The group has slightly better-than-average recruiting numbers for men: In 2011, its 5,100-member corps of first-year teachers was about 28 percent men, including 3 percent black men. Ms. Chambers said TFA brings in high-profile men in the community to raise awareness about the need for male teachers, and also brings male college students out to the schools as often as possible. "I remember kids coming up to me and saying, 'Mr. Patton, please come teach me next year, don't let me down,'" he recalled. "Even if I hadn't been considering coming here, those kids, seeing the way their faces lit up and how excited they were, would have convinced me." Small details can make a school feel more welcoming to male teachers, MenTeach's Mr. Nelson said. "Does the school have pictures of men nurturing children, or just men in suits, like presidents? If you go into the school's teacher or parent lounge, is there Cosmo, but no Sports Illustrated or Field & Stream?"


For example, Mr. Nelson noted that Principal Carol Meyer of Prairie View Elementary School in Eden Prairie, Minn., brings male teachers with her to recruiting fairs. "The guy sitting there just makes for great marketing; the guys can go where the other guys are," he said. Yet it's easy to go too far, Mr. Johnson said. "We have to be careful when we talk about this issue, not to reinforce gender stereotypes," he said. "We shouldn't make teaching sound more action-packed or market it in a way we think might attract more men. These are the sort of things that make teaching sound like 'women's work' in the first place, and we don't need to play that game to attract more men to the workforce." BY: Sarah D. Sparks SOURCE: Education Week http://www.edweek.org/ew/articles/2012/05/09/30maleteacher_ep.h31.html?tkn=XXPFdbF1H3b%2BwyCJlpxJbSkj4Wnhx3sZWcnd&cmp=clp-edweek

http://www.edweek.org/ew/articles/2012/05/09/30maleteacher_ep.h31.html?tkn=XXPFdbF1H3b%2BwyCJlpxJbSkj4Wnhx3sZWcnd&cmp=clp-edweek




ARTICLE 3 CLASSROOMS NEED MORE MALE TEACHERS, CHARITY SAYS October 5, 2016 England's classrooms need more male teachers, an education charity says, as government figures show a continued gender gap in the profession. Department for Education statistics show 26% of teachers in England are men - accounting for 38% of secondary and 15% of primary school teachers. To mark World Teachers' Day, the charity Teach First is urging more men to consider a career in the sector. It says the profession should reflect the make-up of the classroom. Teach First, which recruits and places top graduates in schools serving low-income communities, to tackle inequality, says the lack of men entering the profession has resulted in an untapped resource. It says children and young people need access to committed, talented and knowledgeable individuals from a range of backgrounds. A male teacher's view Jack Green, a second year Teach First participant teaching at a primary school in East London, says working in a female-dominated profession has not put him off. "I am extremely lucky to have worked in a school full of experienced, professional and supportive female staff members. "The issue is not with the amount of women in the job, it is the lack of males who are motivated to want to teach. "My main motivation in joining the profession was to be a positive role model to children in any school I work in. "Unfortunately, a huge part of the inequality facing our country at the moment is that many children are left without a positive male role model at home.


"Having the opportunity to be that role model continues to motivate me on a daily basis. "In terms of recruiting males specifically, we need more positive male teaching role models to help dispel some of the myths about teaching and show what a challenging and rewarding career it is." Brett Wigdortz, founder and chief executive of Teach First, said: "It is a real loss that the profession is missing out on talented classroom leaders because a huge pool of people are being put off by misconceptions about teaching. "Young people need role models from all backgrounds to unlock their potential and aspiration, and to help them understand the world. "Teaching is a hugely rewarding job, where you not only make a real difference to the lives of young people who need it most but also boost your own skills and development." A Department for Education spokeswoman said: "We welcome this drive from Teach First to encourage more men into a career in teaching. "Our priority is getting the brightest and the best teachers into our classrooms, including male staff at all levels. "That is why we are spending millions of pounds on recruiting high-quality teachers. "We can be proud of the fact that teaching is an increasingly popular profession, with more young men and women embracing the opportunity to inspire and shape the lives of the next generation." BY: Katherine Sellgren SOURCE: BBC http://www.bbc.com/news/education-37552056

http://www.bbc.com/news/education-37552056


ARTICLE 4 THE IMPORTANCE OF MALE TEACHERS

October 5, 2015

build different models of paper airplanes to test hang time during the unit on aerodynamics. The kids help choose and order school supplies as an exercise in budgeting and mathematics. And, when learning about democracy in social studies, they put the concept into practice by signing petitions (most recently, to bring back dodge ball in gym class). Her teacher is young and energetic, and relates well to the kids in the split five-six class at Colonel Walker, a Calgary public elementary

plan or a passion for teaching -

Only 16 percent of elementary school teachers (kindergarten through grade six) with the Calgary Board of Education are men. Across the country, the gender gap is just as great: The most recent Statistics Canada data from the 2011 National Household Survey found the same percentage 16 percent of teachers at the elementary level are men.

decades. The 1991 census showed that 17.3 percent of elementary teachers were male; by 2006, that number had decreased to 16.4. And Canada is not alone in this trend in Australia, New Zealand, the United Kingdom and the United States, men are under-represented in primary education teaching positions. This dearth of male teachers has policy-makers and educators worried. Schools, they argue, need to provide a variety of perspectives to reflect the diversity of the student population and our wider society.

Scott Hughes, an assistant professor at Mount Royal University in the faculty of education

can see that diversity and live it every day, that contributes to a really healthy and div


-documented that diversity enhances creativity, promotes innovation and can even change the that way kids think. And children who are exposed to diversity early on tend to have greater empathy as adults, says Gabrielle Wilcox, an assistant professor of school and applied child psychology at the University of Calgary. Changing the demographics of the staff room will be a challenge, however. Many men in the profession report that stereotypes persist; teaching, especially in the younger grades, is firmly entrenched as a

Hughes.

the percentage of male teachers in junior high and high school is larger, likely because those positions are seen as less

our social perceptions. This is, of course, related to a historic stereotyping of gender roles that still shapes contemporary views of

changing, in part due to the courageous work of men and women who

education, Hughes spent many years instructing kindergarten to grade

young children, we become a parent-he says. Unfortunately, offensive stereotypes do persist, and many people still question the motivation of a man who wants to be around kids all the time

the years, Hughes got around this Catch-22 by expressing care in different ways. He practised being present,

of I have to be more careful -

School boards are trying to get more men into the classroom, and the key may be raising the profession

says Dianne Gereluk, who researches educational policy and is associate dean in the Werklund School of Education at the University of Calgary.


see males in nursing or see that females can be firefighters. It challenges

For that reason, Alison Billings was excited when she learned that her daughter, Hayden, was going to have a male teacher for grade one.

r

year, and she excelled again in grade two, under the tutelage of a

Billings. Many parents readily rhyme off the benefits of having male teachers, from engaging boys through the use of technology or sports analogies to incorporating more movement into the classroom. All those pluses have Cherie DeBoer-teacher.

breaks; they do a lot of daily physical DeBoer-Smith says the teacher was also fantastic when it came time to

But do these teachers have such a pmen? Or are they really good teachers who just happen to have more body hair and testosterone? Dan Laitsch, an associate professor in the faculty of education at Simon Fraser University in Burnaby, BC, says this is an importa when a man

stigma and doing so because he really wants to teach kids. More than ssroom. Maybe

In his experience, all teachers who are passionate about their jobs,

r as research is concerned, there is no link between teacher gender and student


Great teachers inspire achievement, and seeing those light-bulb moments is what Neiger finds so rewarding about his job. He loves watching his stud As for his rapport with kids, he mentions his use of technology and his

BY: Lisa Kadane SOURCE: https://www.todaysparent.com/kids/the-importance-of-male-teachers/

https://www.todaysparent.com/kids/the-importance-of-male-teachers/


ARTICLE 5 LET WOMEN TEACH Africa is the only continent where education is a male-dominated profession an imbalance that perpetuates gender-based inequality. November 19, 2015 In the United States, the persistence of K-12 teaching as a predominantly female profession is sometimes lamented as a sign that certain workforce gender conventions prevail. In fact, things may be heading backwards: About 7are women, according to federal data, compared to 67 percent of them in the early 1980s. This phenomenon may in part explain why schools across the country are struggling to recruit and retain effective educators, The New York

women pay less on average than those with higher proportions of men, and studies have shown that these careers tend to enjoy less prestige as

the teaching profession perhaps that would elevate its status and ultimately help solve public

Interestingly, the relatively low status of women in many African countries coupled with the relatively high status of teaching therehelps explain why the region struggles with the opposite gender-distribution problem. Throughout much of the African continent, and most strikingly in West Africa, females are underrepresented in the teaching profession, accounting for 20 percent or fewer of the primary-school educators in half a dozen countries including Liberia, Togo, and the Central African Republic. World Bank data from 2011 indicates that Africa is the only continent where female underrepresentation in the teaching force is common; a majority of the 137 countries included in the dataset have majority-female primary-school teaching forces, and virtually all of the 32 nations

for dozens of countries overall, so istatistics for the entire continent.

-male teaching forces are just as problematic as the -female ones in that they distort public perception of the

profession and undermine the educational outcomes of the children

opportunity to explore imbalances in education and the role they play


in stymieing socioeconomic progress in developed and developing regions alike.

The shortage of women teachers in Africa is well-established. The percentage of girls who complete primary school is lower in African countries than in any other region in the world, and this greatly constrains the pool of candidates for the profession; one needs to be educated in order to teach. But teaching opportunities can be limited

Northern Uganda explained, because men have easier access to training opportunities and because of gender bias in job postings and promotion procedures.

gender stigmas to cultural and social customs to widespread poverty, according to Nkechi Agwu, a Nigerian mathematician who teaches at

of Manhattan Community College. Throughout much

often have to be selective with which of their children they send to h the

entrenched. The female can always find a richer man who can marry her and take care of her


Safety is also a huge factor, according to Agwu, especially if a child has

recycling the same issues over and over again if young children keep

profession for w As Michelle Obama lamented in a recent essay for The Atlantic

this troubling imbalance in education is a reality that

often because of the same kinds of reasons highlighted by Agwu: limited resources (money for tuition, uniforms, and supplies; adequate and safe transportation; restrooms that can properly accommodate them when they have their periods), gender stigmas, and the social circumstances those stigmas create.

percentages of female teachers also tend to report the worst outcomes for women. In the dozen or so African countries where, according to the World Bank, females make up only 30 percent or less of the primary-school teachers from South Sudan to Guinea the average life expectancy for women is roughly 54 years. (Globally, the average female life expectancy is 73.) The countries with few female teachers also have notably high rates of child marriage, according to an analysis by No Ceilings: The Full Participation Project, an initiative out of the Clinton and Bill & Melinda Gates foundations. Globally, one in four girls is married before her 18th birthday. The percentage is highest in developing countries and particularly in the African nations where most teachers are male. In Chad and the Central African Republic, for example, more than two in

human rights, and it denies girls control over their health, education,

While some observers attribute female underrepresentation in teaching to Muslim belief systems, the OECD dataset suggests that many of the African countries where Christianity is the dominant religion have some of the lowest percentages of women in classrooms. In fact, Christianity is the main religion in three of the five countries on the OECD list with the smallest rates of primary-school female teachers: South Sudan, Liberia, and the Central African Republic. Islam is the main religion in just one of them Chad.

only advance the profession and improve school quality it would also


boost engagement and longer-term outcomes among disadvantaged boys, in part by providing positive male role models for the millions who live in single-mother households. Other research indicates girls would

very important opportunity to interact with and build relationships with men

-in-training Drew McWeeney in a Hartford Courant op-male role models serves as an important

see comparable advantages for both girls and boys if more women went into the profession.

teaching forces could have even greater ripple effects, prompting a virtuous cycle in which more and more girls get an education and, in turn, contribute to the economy. Research shows that girls are more likely to remain in and perform well in school when taught by women and more educated women means greater economic productivity and better health and well-being for society as a whole. Uneducated women are more likely to suffer from infant and maternal mortality and to

o immunize their children. And

low-skill jobs in the informal sector.

women tend to invest more than men in their children and are more

lose out when a substantial part of the population cannot compete

Boosting the number of females in the profession could also help solve its overall teacher-staffing problems. Seven out of 10 African countries

Institute of Statistics. And this, according to the Africa-America

BY: Alia Wong SOURCE: The Atlantic https://www.theatlantic.com/education/archive/2015/11/let-women-teach/416304/

https://www.theatlantic.com/education/archive/2015/11/let-women-teach/416304/

https://www.theatlantic.com/education/archive/2015/11/let-women-teach/416304/


ARTICLE 6 September 6, 2014 AS Tommie Leaders, 22, approached college graduation last spring, his

Mr. Leaders, who earned his education degree from the University of Nebraska in June, started teaching fifth grade last month in Council Bluffs, Iowa. He is the only male teacher in the building. Across the country, teaching is an overwhelmingly female profession, and in fact has become more so over time. More than three-quarters of all teachers in kindergarten through high school are women, according to Education Department data, up from about two-thirds three decades ago. The disparity is most pronounced in elementary and middle schools, where more than 80 percent of teachers are women. Educators, advocates and lawmakers fight bitterly about tenure, academic standards and the prevalence of testing, but one thing most sides tend to agree on is the importance of raising the status of teaching so the profession will attract the best candidates. A change in the gender imbalance could sway the way teaching is regarded. Jobs dominated by women pay less on average than those with higher proportions of men, and studies have shown that these careers tend to enjoy less prestige as well. Continue reading the main story RECENT COMMENTS partlycloudy September 8, 2014 One of the few male teacher I had, till I got to law school back when there were only a couple of women in law school so all the professors... Joseph Huben September 8, 2014 Because teachers have become the targets of a Republican billionaire supported effort to end Public Education. Teachers, teacher unions,... lee September 8, 2014 I am a man who teaches community college as an adjunct. I teach the same number of classes as a full-time instructor, but have to travel to... SEE ALL COMMENTS Although teaching was once a career for men, by the time women began entering the work force in large numbers in the 1960s, teaching,


along with nursing, was one of very few careers open to them. But despite inroads that women have made entering previously male-dominated fields, there has not been a corresponding flow of men into teaching and nursing.

Philip N. Cohen, a sociologist at the University of Marjob is done primarily by women, people tend to believe it has less

Although teachers have more time off and, at least for now, better benefits and job security than many other professions, their pay has remained essentially stagnant since 1970 in inflation-adjusted terms. The median pay for an elementary school teacher is now about $40,000. According to Maria Fitzpatrick, an economist at Cornell University who analyzed census data, women who work outside of teaching have seen

wages in nonteaching jobs have actually fallen, also in inflation-adjusted terms. Still, men can earn much more, on average, outside of teaching,

match the average pay for women outside of education. Because they are still the primary caregivers in families, women may be more attracted to the profession than men in part because they can work the same schedules as their children. Teachers can take a few years out of work to stay at home with babies or toddlers and return to the profession easily (although if they do, their salaries may lag behind

many school districts to hand out pink slips, teachers generally have lower levels of unemployment than other college-educated Americans. With so few men currently in teaching, other men may be less inclined

this ieducation and sociology at the University of Pennsylvania who has analyzed education department data on the demographics of teaching.

Of course there are other reasons teaching may be devalued beyond the fact that so many women do it. After all, in countries like Finland and Singapore where students tend to perform better on academic tests than students in the United States teachers are more highly regarded despite the fact that the gender imbalance looks similar at the front of the classroom. In the United States, where 42 percent of high


school teachers are men, high school educators do not enjoy a higher status than those in elementary school. Teachers unions argue that the swift adoption of new academic

performance and efforts to overhaul tenure all make teaching a less attractive career for anyone.

said Randi Weingarten, president of the American Federation of

Deans of education departments lament the lack of men, but are not sure what to do about it. Susan H. Fuhrman, president of Teachers College at Columbia University, said she was puzzled by the persistent absence of men in elementary education programs, where women

-status

dominated by women inhibits the status from Simply recruiting more men into the profession is not likely to raise the quality of the teaching force. And at a time when teachers are nowhere near to representing the

increasing the number of African-American and Latino teachers is a higher priority than simply bringing more men onto the job. Both Teach for America, the group that places high-achieving college graduates in low-income schools for two-year stints, and Teach.org, a newly formed partnership between the Department of Education and several companies, teachers unions and other groups, have recently introduced initiatives aimed specifically at recruiting more racial minorities. Still, some educators say that boys, who tend to struggle in school more than girls, could use more male role models, or simply people who understand them, in the classroom. Some say the notion that boys need to be taught differently or by men simply underscores gender stereotypes.


Rafe Esquith, a 32-year veteran who teaches fifth grade at Hobart Boulevard Elementary School in Los Angeles and has written two books on teaching, hopes to show his students a vast majority of whom come from poor families an a lot of

Then again, some women may not be eager to open the profession to more men. Men who do become teachers tend to be promoted more quickly into senior administrative positions, said Christine L. Williams, a professor of sociology at the University of Texas who has studied the so-called glass escalator. Nearly half of all school principals are men. If educators are determined to get more men into classrooms, Professor Williams said, the best way would simply be to upgrade the conditions

BY: Motoko Rich SOURCE: The New York Times https://www.nytimes.com/2014/09/07/sunday-review/why-dont-more-men-go-into-teaching.html?_r=0

https://www.nytimes.com/2014/09/07/sunday-review/why-dont-more-men-go-into-teaching.html?_r=0

https://www.nytimes.com/2014/09/07/sunday-review/why-dont-more-men-go-into-teaching.html?_r=0


ARTICLE 7 MALE TEACHER NUMBERS DWINDLING, WORK IN

February 24, 2016 At the University of South Australia only 4 per cent of students studying early childhood education are male, with less than 10 graduating each year. The number is slightly higher for primary teaching, with 17 per cent of students male, however, the majority intend to work in upper primary or as physical education teachers. For the past four years, early childhood education lecturer Martyn Mills-Bayne has been trying to increase the number of males in the degree through a support program. "What can happen in studying and teaching is that it can become a very isolating experience for men," he said. "The MENtor program allows connections between men who have been through the program and men who are out there teaching who can perhaps provide that unique experience of being a male teaching in an early childhood or primary setting." Mr Mills-Bayne said men interested in educating young children were too often deterred. "The two reasons I've found is that society's views of working with young children is seen as 'women's work,' that men aren't generally viewed as being in the caring role with young children," he said. "That's coupled with the fact that many men are scared of, or worried about being accused of impropriety with young children or false accusations that could end their career." Akash Krishna is in his third year of an early childhood education degree and said his passion for teaching helped him overcome insecurities. "When I first started, you walk into the room and you're pretty much the only male who comes to the tutorials and lectures," he said.


"But I've had really positive influences throughout my studies from family to the MENtor program and good friends who have supported me along the way." Children 'missing out on diverse teaching experience' One in five Australian primary school teachers is male with a growing number of schools staffed entirely by females. "Our children are missing out on what is a diverse teaching experience ... some children don't experience a male teacher until upper primary school," Mr Mills-Bayne said. "Providing that diversity in young children's experiences allows them to see complex relationships in classrooms and beyond." A report commissioned by the Education Department in 2009 titled 'Teacher Supply and Demand in South Australia Beyond 2010' called for specific attention to be given to the number of male graduates. Despite this, there are yet to be any strategies or campaigns in South Australia aimed at encouraging more men into teaching. Sam Bradley from the Department of Education and Child Development said their priority was sourcing high quality teachers irrespective of gender. "The Department for Education and Child Development is an equal opportunity employer with an open selection recruitment policy," she said. "This means the teaching positions advertised are open to registered male and female teachers through a merit selection process and the panel at the school determines the most suitable applicant for the position." Teachers 'should be hired on merit', not gender Jess Moroney is one of two male teachers at Woodside Primary School in the Adelaide Hills. Mr Moroney said while he would like to see a greater gender balance between male and female teachers, hiring should be based on merit.


"At the end of the day as long as you have someone who is dedicated and motivated, regardless of gender I think it's important that you've got the right people in the job," he said. For Mr Moroney it was a chance encounter with an old teacher later in life that inspired him to follow in his footsteps. "That meeting was the thing that turned me around and got me keen to better myself," he said. "I thought if that was something he could do for me then I wanted to pass that on and give students the opportunity to succeed whether or not they felt that could." After teaching for eight years, he said it was the little moments of student achievement that made teaching the right decision for him. "When they get something for the first time, you just see that look of satisfaction ... it just gives you a really good feeling to see someone else better themself, improve and be happy with their success, regardless of how small it is," Mr Moroney said. Woodside Primary School acting principal Marcia Bungay said she would like to see more male teachers fronting classrooms. "I think it's great for children to have that experience with male and female teachers, I would love to have male teachers even in the junior primary years just for that interaction that you get with younger students," she said. Ms Bungay said young male students could particularly benefit from seeing men engaged in literacy activities. BY: Rebecca Opie SOURCE: ABC News http://www.abc.net.au/news/2016-02-22/number-of-male-teachers-dwindling-isolating-experience-for-men/7178766

http://www.abc.net.au/news/2016-02-22/number-of-male-teachers-dwindling-isolating-experience-for-men/7178766

http://www.abc.net.au/news/2016-02-22/number-of-male-teachers-dwindling-isolating-experience-for-men/7178766


ARTICLE 8 MALE PRESENCE IN TEACHING CONTINUES TO DECLINE Male teachers are a vanishing breed, as retirements continue to outpace new hires. But does it really matter? June 2007 Vince Anania is one of a kind. Sadly. The effervescent veteran teacher at St. Charles School in Thorold is the only male Junior Kindergarten teacher in the entire Niagara Catholic DSB. Anania, 44, doesn't really understand the novelty. Ask him and he'll tell you he's in the greatest career imaginable. He's literally buoyant with the challenge and opportunity of shaping young minds and inspiring in them a lifelong love of learning.

the first time they are coming into a learning institution. They don't know anything about a classroom environment and you're giving them the very first year of their educational career, a pathway, a love of school, the love of learning. They trust you. They believe everything you

It's a challenge, he admits. They miss their parents. They have to learn to line up, raise their hands. They have to learn the structures, the routines.

level, and all the information I'm giving them is so critical. It's not a job;

Increasingly, however, it's not a career men are choosing. Women outnumber men four to one Three years after an independent study to examine the phenomenon of a declining male presence in Ontario's classrooms, little appears to have changed. Women outnumber men four to one at the primary-junior level. Men are retiring out of teaching faster than they're entering, and College data suggests the trend is likely to continue.


The proportion of College members (now at more than 207,000) who are male, particularly in the 55 and over group, continues to drop. The percentage of English-language male teachers in Ontario dropped from 30 per cent in 2004 to 28 per cent in 2006, according to College data. Men aged 55 and up teaching at the intermediate-senior level are the one subgroup in which male teachers comprise about equal numbers with females (51 per cent in 2006 versus 54 per cent in 2004). In 2004, only one-quarter of teachers over 55 at the primary-junior level were men. By 2006, the number dropped to 21 per cent. In 2004, men represented just 10 per cent of primary-junior teachers under 30. By 2006, in the same under-30 primary-junior group, men accounted for 11 per cent. Of the under-30 primary-junior group certified to teach in French, men accounted for only five per cent. According to the Ontario Universities Application Centre, the percentage of male candidates registered at Ontario faculties of education dropped from 28.1 per cent in 1999 to 27.3 per cent in 2005. Over the same period, however, the number of spaces for teacher education jumped from 5,923 to 7,496. More opportunities but a smaller proportion of men rushing in to take advantage.

education director for the concerning for us is that this relatively stable ratio between male and female teachers is clearly changing, and we are experiencing the loss of the male voice in elementary schools.

are looking to schools for ever greater supports, combined with our recognition of the need for schools to lead the way in terms of character development, a shortfall in the number of positive male role models within our classrooms has emerged. This is not just something experienced by our school district, but is a provincial, national and international trend, the impact of which we may not feel for quite some time.

for teachers' colleges to review their acceptance criteria and broaden


Jean-Luc Bernard, Director of Education with the Conseil scolaire de district du Centre Sud-Ouest, says new part-time programs enable people to continue working while they cross over into teaching. He sees more men coming in at the elementary level as a result.

el, I believe things are hopeful. Certainly shadowing is still needed as well as some assistance in the early years, to be sure, whether it's a man or a woman.

Would he like to see more men in teaching? Definitely.

a man's teaching style compared to a woman's is different. The experiences are different and we know full well that learning, in terms of reading, in terms of the whole field of literacy, is completely different for boys and girls. Male and female teachers will teach this program and

A 2004 study commissioned by Bernard, former Trillium Lakelands DSB director David Hill, former Ontario College of Teachers Registrar Doug Wilson, and Pat Falter, a consulting director at Laurentian University, found that fewer than one in three teachers were men and that only one in 10 under the age of 30 were male. Further, 40 per cent of male teachers in 2004 were over the age of 50 and likely to retire. The project uncovered a number of perceived barriers to men entering teaching, such as low salaries, negative stereotypes and fear of allegations of sexual misconduct. In their report, Narrowing the Gender Gap: Attracting Men to Teaching, the project partners recommended:

mounting a province-sponsored marketing campaign

developing recruitment materials for education faculties, district school boards and other employers to highlight the benefits of teaching and to dispel myths that discourage men from entering the professionn investigating further incentives

increasing alternative and part-time programs at education faculties

encouraging co-operative education and peer tutoring placements for male high school students in elementary schools

setting up mentoring programs for male teachers, and


conducting further research into boys' achievement and the presence of male teachers.

Where the recommendations landed or what impact they had on the practices of faculties and district school boards isn't clear. Does it matter? But does it really matter anyway? Even Narrowing the Gender Gap: Attracting Men to Teaching acknowledged that what Ontario needed most were excellent teachers regardless of gender.

don't have the voices, we have gaps in instruction.

there are fewer and fewer men to choose from. How, when the pool is

Hogarth, who oversees one of Ontario's fastest-growing boards, estimates that one in five York Region teachers is male. But redoubling efforts to recruit more men may be looking at the problem from the wrong end, he suggests.

classroom, what it looks like and the voice that boys and girls hear. We know there is a learning gap between boys and girls. What can we do to address it? If we're only hearing one voice or one instructional strategy,

student first and ask what we are missing in not having more men in

Hogarth says he's concerned about how boys learn and what types of

all trying to see it through the literacy lens because we have that focus.

not that it's better or

worse and if we reduce that, then we're reducing the opportunities to


The barriers to entice men to careers in teaching still exist, he says.

caretakers, it really leads men to believe that teaching isn't for them, particularly at the elementary panel and to some degree at the

Vince Anania says he wishes there were more males teaching kindergarten. He simply thinks they don't know what they're missing.

missing kids being born into the new world of education. You're missing the innocence and the development.

eed that male stability. Boys that don't have fathers want more of my attention. They talk more about sports. They want to play

He loves working with children, understanding their needs, identifying their strengths, addressing their challenges.


BY: Brian Jamieson SOURCE: Professionally Speaking http://professionallyspeaking.oct.ca/june_2007/male_teachers.asp

http://professionallyspeaking.oct.ca/june_2007/male_teachers.asp

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