Abstract Book of the 9th International Conference on New Trends in Teaching and Education
Year: 2025
[PDF]
Breaking Cultural Barriers: The Rise of Black Male Educators in Foundation Phase Teaching and the Reimagination of Masculinity in Early Childhood Education
Samantha Kriger, Amy Padayachee
ABSTRACT:
Traditionally, early childhood teaching has been associated with femininity due to entrenched gender norms. Despite persistent disparities, evolving perceptions of masculinity are encouraging more males, particularly Black males, to enter this field. Drawing on the concept of human flourishing—which promotes equality across gender and social status—this study explores factors contributing to the rise in Black male enrolments in a Bachelor of Education program specializing in the Foundation Phase at a University of Technology (UoT). The study examines the motivations, experiences, and cultural influences shaping their career choices. Data from a survey questionnaire and focus group discussions (n=71) provide insights into their perspectives on teaching young children. Many participants acknowledge that caregiving is traditionally seen as a female role in their communities, yet their enrolment represents a shift in redefining masculinity in education. This study fills a critical gap by highlighting the unique experiences of Black male educators in early childhood teaching. The findings challenge the feminization of the Foundation Phase and highlight the need for institutional support to address barriers faced by Black males in this profession while recognizing their contributions to South African education.
Keywords: cultural influences; early childhood education; feminization of teaching; gender norms; teacher diversity