The plight of the male teacher

an interdisciplinary and multileveled theoretical framework for researching a shortage of male yeachers

Kevin F. McGrath, Shaaista Moosa, Penelope Van Bergen, Deevia Bhana

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

In this article, four researchers from Australia and South Africa consider why it is important for primary schools to include both male and female teachers. The authors refute previous calls directed by public and political discourse, for male teachers to enhance boy’s educational outcomes or to act as role models or father figures. Instead, the authors present a theoretical framework that justifies calls for male teachers at four levels: the child level, the classroom level, the organizational level, and the societal level. While complex barriers may continue to limit male teacher representation, the authors hope that this interdisciplinary framework might stimulate further international scholarly discussions about the interactions between teacher-gender, education, and culture.
Original languageEnglish
Pages (from-to)149-164
Number of pages16
JournalThe Journal of Men's Studies: a scholarly journal about men and masculinities
Volume28
Issue number2
Early online date11 Sep 2019
DOIs
Publication statusPublished - 1 Jun 2020

Keywords

  • male
  • school teachers
  • gender
  • masculinity
  • theory

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