Gender Stereotypes of Male Preschool Teachers: Taking the Investigation of Changsha International Kindergarten as an Example
DOI:
https://doi.org/10.54097/ehss.v8i.4303Keywords:
Kindergarten teacher; early childhood education; stereotype; gender discrimination.Abstract
While abundant research has been carried out on gender stereotypes faced by teachers in pursuing their careers, inadequate attention has been paid to male kindergarten teachers’ dilemmas. This study uses semi-structured interviews with male teachers in an international kindergarten in Changsha to explore the male teachers’ experiences. Through investigation and analysis, the study's findings reveal the reasons for working in kindergartens, low job satisfaction among male kindergarten teachers, gender prejudice against this group, and specific problems foreign teachers face in the job market. This paper aims to raise people’s awareness of the situation of male kindergarten teachers in China and reduce prejudice towards this group. This paper also gives suggestions for improving their job satisfaction and career development: creating a favorable social environment, improving the interpersonal skills of male kindergarten teachers, and enlarging the job market for male kindergarten teachers.
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