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How do male primary teachers negotiate expectations to perform gendered roles in their schools?

Cruickshank, V ORCID: 0000-0002-9766-6807, Pedersen, SJ ORCID: 0000-0002-8566-7693, Cooley, D and Hill, A 2019 , 'How do male primary teachers negotiate expectations to perform gendered roles in their schools?' , The Australian Educational Researcher , pp. 1-16 , doi: 10.1007/s13384-019-00337-z.

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Primary schools are dynamic environments where teachers take on multiple roles,often simultaneously, to help promote high-quality learning and meet the variousneeds of their students. Within the primary school context both female and maleteachers are required to perform multiple roles; however, these roles are oftensocially constructed based on gender. Traditionally, primary schools in countriessuch as Australia, New Zealand and the United States have a high proportion offemale teachers. Despite their minority status, research has noted that male primaryteachers in the minority are often expected to take primary responsibility for rolessuch as disciplinarian, manual labourer, sports coach, and lead in science, technology, engineering and mathematics education. Role diferentiation in primary schoolsoften refects broader societal gender constructions that are increasingly subjected tocritical scrutiny. Yet that same level of scrutiny has not always been applied to educational contexts. It is the aim of this paper, therefore, to more fully examine howgendered roles infuence the experience of male primary teachers and more specifcally, how those teachers cope with the expectations placed on them because theyare men. Understanding the sources and types of coping strategies will aid in thedevelopment of specifc interventions to improve the retention of other male primaryteachers.

Item Type: Article
Authors/Creators:Cruickshank, V and Pedersen, SJ and Cooley, D and Hill, A
Keywords: male primary teachers, challenges, coping strategies, coping efficacy
Journal or Publication Title: The Australian Educational Researcher
Publisher: Springer Netherlands
ISSN: 0311-6999
DOI / ID Number: 10.1007/s13384-019-00337-z
Copyright Information:

Copyright 2019 The Australian Association for Research in Education, Inc.

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