Abstract
As early childhood education evolves in response to rapid social and institutional change, the role of educator identity has become increasingly important. This study examines the experiences of male educators in early childhood settings—a group that remains significantly underrepresented and frequently misunderstood within the profession. Through qualitative interviews and thematic analysis, the research explores how male educators navigate gendered expectations, societal stereotypes, and ongoing professional scrutiny. Participants spoke of a deep commitment to their work with young children, often grounded in a strong sense of purpose and care. At the same time, they reported facing persistent challenges, including assumptions about their competence, motivations, and trustworthiness. These experiences contribute to feelings of professional isolation and may influence the sector’s high attrition rates among male educators. In the context of contemporary early childhood education, the study highlights the urgent need for more inclusive policies, supportive institutional cultures, and public discourse that challenges traditional gender norms. By amplifying the voices of male educators, the research offers valuable insights into how identity, equity, and belonging intersect within early learning environments. This work contributes to a broader understanding of the social dynamics shaping early childhood education and calls for more inclusive approaches that support a diverse teaching workforce.
Presenters
Christopher BaldwinTeam Leader/Manager, Faculty of Health Wellbeing and Human Services, TAFE NSW, Australia
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Male educators, Experiences, Voice, Support
