Breaking Stereotypes: Male Teachers’ Perspectives on Gender Roles in Early Childhood Education

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Participants expressed moderate to high levels of stereotype absorption and understanding, reflecting their navigation of gender roles in ECE.
Quantitative results highlighted a mean stereotype absorption score of 3.9, emphasizing existing gender perceptions in early childhood work.
Qualitative themes included the feminized identity of ECE and the need for inclusive teacher preparation to support male educators' roles.
Findings indicate a burgeoning commitment from male teachers to reshape their professional identities in gender-equitable ways, calling for public engagement.

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Mixed-methods analysis reveals male teachers' challenges with gender roles in early childhood education, suggesting policy reforms.

Syam et al. (2025) studied this question.

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