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Gender diversification of the early years education workforce: Recruiting, supporting and retaining male practitioners

早期教育劳动力的性别多元化：招募、支持和留住男性从业者

基本信息

批准号：
ES/R007632/1
负责人：
Jo Warin
金额：
$ 36.74万
依托单位：
Lancaster University
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2018
资助国家：
英国
起止时间：
2018 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FR007632%2F1
关键词：
Gender diversification early years education

项目摘要

This research aims to improve our understanding of the obstacles that stand in the way of more men taking up employment in the Early Childhood Education (ECE) workforce; to learn about possible solutions; and to harness this evidence-based knowledge in ways that can help the UK diversify the gender of its workforce in the most efficient and effective ways possible. Currently only around 2% of the UK's ECE workforce are male; a figure that has remained stubbornly resistant to change for several decades. We will work with hubs of ECE professionals located in four English localities, who are interested and active in advocating for an increase of men in ECE and engaged in supportive MITEY (Men in the Early Years) regional networks and national conferences. We will work with a team of academics and practitioners from Norway who have been engaged, through Norway's gender equality action plan, in regional and national recruitment strategies to achieve a government target of 20% more men in kindergartens.Four hub leaders will attend a knowledge exchange event in Norway and cascade their learning to ECE colleagues, engaging eight different settings (pre-schools and primary school Reception classes) who will then form a sample of case studies, two in each hub. The case study methodology will follow the model utilised by Warin in a pilot study, funded by Childbase Partnership, that explored impacts of a mixed-gender workforce in a nursery with five male practitioners. We will also administer a survey to the wider sector, seeking data on male recruitment and retention, and information about previous, ongoing and future approaches to increasing numbers. In addition we will conduct supporting interviews with key training providers, careers stakeholders and key ECE strategists. Findings will be translated into recommendations and training pathways for ECE providers and managers. We will deliver a training event for a group of these stakeholders, who will then act as MITEY 'champions' and cascade their knowledge further to others in the ECE sector. We will also produce a training toolkit for free distribution to the sector, drawing on the best available evidence. We will hold a conference at the end of the project, to pull together and communicate all our learning. A key aim is to harness our findings to develop a workable and explicit theory that rationalises the value of including men within the ECE workforce and can be taken up by ECE professionals and others to advocate for an increase in numbers of men. The study will apply an innovative theory drawn from Warin's longstanding research in gender and education which focuses on the concept of gender flexible pedagogy. The concept addresses possibilities and opportunities for the transformation of traditional gender norms and requires gender sensitive practitioners who are willing and able to traverse traditional gender boundaries, and encourage children to do the same. By enabling ECE providers to show young children (through actions rather than words) that caregiving is an activity for men as well as women, we will enhance efforts to help young children themselves to challenge gender stereotypes so that they may grow up to make less constrained choices about their own careers and gender roles within families.This research is the first ever attempt in the UK to collate, collect and use research evidence in a systematic way, to support gender diversification of the ECE workforce. It will, for the first time, create a strong evidence base and substantial learning experiences to support ECE providers motivated to create a more gender-diverse workforce, along with resources to help them develop the most effective strategies and communicate key messages to potential recruits, ECE providers, parents, training providers, and careers services.

这项研究旨在提高我们对阻碍更多男性在幼儿教育（ECE）劳动力中就业的障碍的理解;了解可能的解决方案;并利用这种基于证据的知识，以帮助英国以最有效和最有效的方式实现劳动力性别多元化。目前，英国的幼儿教育工作者中只有2%左右是男性，这一数字几十年来一直顽固地抵制变化。我们将与设在四个英国地方的欧洲经委会专业人员中心合作，这些中心有兴趣并积极倡导增加欧洲经委会的男子人数，并参与支持性的MITEY（早年男子）区域网络和国家会议。我们将与来自挪威的学者和从业者团队合作，他们通过挪威的性别平等行动计划参与区域和国家招聘战略，以实现幼儿园男性人数增加20%的政府目标。四名中心领导人将参加挪威的知识交流活动，并将他们的学习成果传达给欧洲经委会的同事，让八个不同的环境（学前班和小学接待班）参与，他们将形成一个案例研究样本，每个中心两个。案例研究方法将遵循瓦林在一项试点研究中使用的模式，该研究由Childbase Partnership资助，探讨了一个有五名男性从业人员的托儿所的混合性别劳动力的影响。我们还将对更广泛的部门进行一次调查，收集关于男性征聘和留用的数据，以及关于以往、目前和今后增加人数的办法的信息。此外，我们将与主要培训提供者，职业利益相关者和主要ECE战略家进行支持性访谈。调查结果将转化为建议和培训途径，供欧洲经委会的供应商和管理人员使用。我们将为这些利益攸关方举办一次培训活动，然后他们将作为MITEY的“冠军”，并将他们的知识进一步传播给欧洲经委会部门的其他人。我们还将利用现有的最佳证据，制作一个培训工具包，免费分发给该部门。我们将在项目结束时举行一次会议，以汇集和交流我们所有的学习。一个关键目标是利用我们的研究结果来开发一种可行且明确的理论，该理论合理化了将男性纳入欧洲经委会劳动力的价值，并且可以被欧洲经委会专业人员和其他人采用，以倡导增加男性数量。这项研究将采用从瓦林长期从事的性别与教育研究中得出的创新理论，其重点是性别灵活教学法的概念。这一概念涉及改变传统性别规范的可能性和机会，要求对性别问题有敏感认识的从业人员愿意并能够跨越传统的性别界限，并鼓励儿童也这样做。通过使幼儿教育提供者能够向幼儿展示（通过行动而不是语言），我们将加强努力，帮助幼儿自己挑战性别陈规定型观念，使他们长大后能够对自己的职业和家庭中的性别角色做出较少的限制选择。这项研究是英国首次尝试整理，有系统地收集和使用研究证据，以支持欧洲经委会工作人员队伍的性别多样化。它将首次建立一个强有力的证据基础和大量学习经验，以支持有动力建立一支性别更加多样化的工作队伍的欧洲经委会提供者，同时沿着资源，帮助他们制定最有效的战略，并向潜在的征聘者、欧洲经委会提供者、家长、培训提供者和职业服务机构传达关键信息。