Vocational Motivations in Male Students for the Teaching Profession: Breaking into a Traditionally Female-Dominated Field
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| Title: | Vocational Motivations in Male Students for the Teaching Profession: Breaking into a Traditionally Female-Dominated Field |
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| Language: | English |
| Authors: | Valeria Fernanda Cafferata-Peña (ORCID |
| Source: | International Society for Technology, Education, and Science. 2025. |
| Availability: | International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: istesoffice@gmail.com; Web site: http://www.istes.org |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Higher Education Postsecondary Education |
| Descriptors: | Gender Bias, Sex Stereotypes, Males, Teaching (Occupation), Early Childhood Teachers, Elementary School Teachers, Barriers, College Students, Family Influence, Experience, Career Choice, Foreign Countries, Decision Making |
| Geographic Terms: | Peru |
| Abstract: | The feminization of education careers, particularly at the early childhood and primary levels, has created barriers to male participation due to gender stereotypes that associate childcare with female roles. In Peru, the predominance of women reinforces the perception that these professions are more suitable for them. This research employs a qualitative approach and semi-structured interviews to examine eleven male students' vocational motivations and experiences in the final cycles of Early Childhood and Primary Education programs at universities in Lima. The findings reveal that family influences and personal experiences are key in their career choice. However, they face stereotypes that question their suitability and limit physical contact with students. Despite these challenges, the participants demonstrate satisfaction and commitment to teaching. Therefore, this study leads us to ask ourselves: What is the role of inclusive policies and awareness programs in advancing gender equity in education? It also suggests conducting further research in other regions to validate the applicability of these findings. [For the complete proceedings, see ED678959.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678999 |
| Database: | ERIC |
| Abstract: | The feminization of education careers, particularly at the early childhood and primary levels, has created barriers to male participation due to gender stereotypes that associate childcare with female roles. In Peru, the predominance of women reinforces the perception that these professions are more suitable for them. This research employs a qualitative approach and semi-structured interviews to examine eleven male students' vocational motivations and experiences in the final cycles of Early Childhood and Primary Education programs at universities in Lima. The findings reveal that family influences and personal experiences are key in their career choice. However, they face stereotypes that question their suitability and limit physical contact with students. Despite these challenges, the participants demonstrate satisfaction and commitment to teaching. Therefore, this study leads us to ask ourselves: What is the role of inclusive policies and awareness programs in advancing gender equity in education? It also suggests conducting further research in other regions to validate the applicability of these findings. [For the complete proceedings, see ED678959.] |
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