Abstract Book of the 11th International Conference on Advanced Research in Teaching and Education
Year: 2025
[PDF]
Understanding the Surge: Factors Contributing to the Increase of Male Enrolments in Foundation Phase Bachelor of Education Programs at a University of Technology
Samantha Kriger, Amy Padayachee
ABSTRACT:
Traditionally, teaching young children is closely associated with femininity due to entrenched societal gender norms and stereotypes. Despite persistent gender disparities, particularly in Early Childhood Education (ECE), there is emerging evidence that evolving gender norms are encouraging more males to pursue careers in this field. Drawing on the concept of human flourishing, which advocates for equality and respect beyond gender and social status, this study investigates the factors contributing to the recent increase in male enrolments in a Bachelor of Education (B.Ed) program specializing in the Foundation Phase (FP) at a University of Technology (UoT). Through a survey questionnaire administered to all male students currently enrolled in the program, the research aims to uncover the motivations and experiences of these individuals. This research fills a critical gap in the limited literature on this topic and provides new insights into the subjective emotional experiences shaping the professional lives of male teachers in this field. The findings highlight the need to reassess the feminization of the Foundation Phase and to recognize the valuable role that male educators can play in the development of young learners, together with how we can support these males within this female dominated area of teaching.
Keywords: Early Childhood Education; Gender Norms; Human Flourishing; Male Teacher Identity; Teacher Motivation