Why Is There A Lack Of Men In The Early Years Workforce - Essay Example

?Why Is There A Lack Of Men In The Early Years Workforce? Introduction Early childhood is a time when young children’s personalities are being formedand solidified. It is usually the time when children first get exposed to a social setting outside their family. Young children are very impressionable and need good role models to look up to. Since early childhood centres are usually considered the second homes to these young children, then it should simulate the home setting whilst reflecting the situation in the real world. However, children usually just have women teachers and support workers in their early years settings. Only 2-3% of the early years workforce are men (Men in Primary – Early Years, 2007). Although the tradition of having women as early childhood educators has been long practiced, there are now recognized benefits of having more men join the early years workforce. Primarily, it is advantageous for young children to be in an environment that reflects the real gender mix of the world (Parents demand more male childcare workers, 2011). Society may not be ready for more men entering the early years workforce. The inherent expectations of a career in early childhood care and education is usually perceived as more suited to women due to their nurturing nature. Lynn Trodd, head of the Children’s Workforce Development Council contends that research shows that men perceive working in an early years environment is not as prestigious as corporate jobs, have fewer career opportunities, has a vague career structure, the pension system is not in place and there is less in-service training. To top it all, it does not pay well. Being so, it is seen as a far less professional area of work (Men in Primary- Early Years, 2007). Trodd elaborates that most men already in the early years setting have chosen to shift to it after they’ve pursued an earlier career. This phenomenon needs to be studied and the barriers to men entering the early years workforce earlier in their prime need to be investigated and broken down because men can be a great resource to the children’s workforce as they bring with them their own special skills and experiences which women may not be able to. Parents are also beginning to see the benefits of having male teachers and support workers in the early childhood environments their children attend. The Children’s Workforce Development Council (CWDC) reports that 55 percent of parents express their preference of having male childcare workers to work with their nursery-aged children. Two-thirds of single mothers say they would like a man involved in the care and development of their young children because they need to have a male father-figure in their lives even if they do not have regular access to their own biological fathers (Parents demand more male childcare workers, 2009). Currently, 17 percent of children from lone parent families have fewer than two hours a week contact time with a man and more children have less than that. 36 percent of children of single mothers have only under six hours male contact each week. Having male early years workers can ensure that such children have enough quality contact time with men. This is especially significant for young boys who need adult men to look up to as role-models. 37 percent of parents believe that male workers provide good examples for boys and that 25 percent of parents believe their sons will behave better with a male worker than with a female worker. Thus, 52 percent of parents believe that early childhood settings need to have male workers because these settings should reflect a real gender mix of the world. In addition, the benefits to their children will increase since men and women have different skills to offer them (Parents Demand More Male Childcare Workers, 2009). On the side of the children, Thom Crabbe, the National Development Manager for Early Years at the CWDC believes that young children in the crucial years of their development (first five years) need to have quality contact with both male and female role models. This may not be limited to just their parents as they need to see that there are other people in their world who can directly influence their growth and development (Parents Demand More Male Childcare Workers, 2009). Moreover, the work entailed in an early years career is likewise suited for men because it is one that requires patience, creativity, intelligence and physical strength due to the need to keep up with very active and agile young children. Crabbe adds, Male workers will get to work in a challenging, stimulating environment with like-minded professionals dedicated to the development of children with positive benefits to babies, toddlers and young children to families and communities. (Parents Demand More Male Childcare Workers, 2009). The aforementioned arguments raise the issue of why there are very few men joining the early years workforce when it is apparent that they are much needed and welcomed there. This paper attempts to find answers to this longstanding issue. Main Body Job segregation is a work practice that includes sex-role stereotypes and other cultural values including occupations' sex labels, the distributions of occupations and industries, government policies and their implementation, and the actions of the sex-typical workers. Obviously, occupational sex labels influence both employers' notions about appropriate workers and workers' ideas about acceptable lines of work (Reskin, 1993). Even after several decades of equality legislation this job segregation is clearly apparent and deeply entrenched in the public mind. Sex segregation goes against the principles for which diversity management stands for. Men and women working together may yield a wealth of ideas from various perspectives. Also, the possibility of breaking into a field of work traditionally for the opposite sex is quite a challenge for an individual whose innate gifts lie in that particular line of work. It would be such a waste if one is not given the opportunity to do so simply because he or she is of the wrong gender. 1 The Sex Discrimination Act 1975 (amended 1986 and in the Employment Act 1989) makes it unlawful to discriminate in terms of gender who is offered the job; opportunities for promotion, transfer and training. The Gender Equality Duty, which is included in the new law, requires public bodies to eliminate sex discrimination and promote equality throughout their services, policies, and employment and recruitment practices. Equal Opportunities Commission chairwoman Jenny Watson said: 2 The Gender Equality Duty could radically transform the way public bodies deliver services and treat their staff, moving away from a 'one size fits all' approach. It has the potential to create public services truly fit for modern Britain, which meet both women's and men's different needs.” (The Birmingham Post, 2006). Gender inequality usually happens in the corporate workplace where there appears to be a constant conflict between mutually beneficial relationships and contemporary situations, where males dominate the social, political and professional spheres (Taylor, Kemeny, Reed, Bower & Grunewald, 2000). Many women claim that they have fewer opportunities to succeed in their work than men do and have to exert greater effort in order to be promoted in their jobs. Men are more readily employed and more supported by their employers than women (Bergman, 2003) The Career Development Group maintains that there is social disadvantage due to the fact that there exists particular social roles which influence the public lives of both genders. These roles were established in patriarchal societies and are therefore strongly influenced by social power, which usually belong to men. Being influenced by the rules of society conducts people to yield to these stereotypes (Equal Opportunities Policy and Statements). However, in the Early Years setting, although it is a female-dominated profession, men are not shunned, but in fact, are invited to join the workforce. This is in recognition of the likely contributions of men to the growth and development of children. CWDC reports that male workers in the early years undergo exactly the same hiring procedures as a female worker. Both are scrutinized by the Independent Safeguarding Authority (ISA), go through Criminal Records Bureau (CRB) and reference checks before they are employed. Moreover, male and female workers earn the same remuneration. Level of pay depends on the employees’ work experience, level of education and qualification and how many hours they work (How Men in Early Years Can Benefit You and Your Child, 2010). This is to ensure that probable workers are not considered threats to the safety of children, as safeguarding and promoting the welfare of children is of utmost priority. HM Government (2006) define safeguarding and promoting the welfare of children as: “protecting children from maltreatment; preventing impairment of children’s health or development and ensuring that children are growing up in circumstances consistent with the provision of safe and effective care” (pp. 34-35). Child protection is a part of safeguarding and promoting welfare. This refers to the “activity that is undertaken to protect specific children who are suffering, or are at risk of suffering, significant harm” (HM Government, 2006 p. 35). The mounting reports of Paedophilia greatly affect decisions to hire men in the early years. Pedophilia, a mental disorder described by the American Psychiatric Association's, Diagnostic and Statistical Manual of Mental Disorders Fourth Edition (DSM-IV). This mental disorder is categorized in the DSM-IV as one of the several paraphilia mental disorders. The essential features of paraphilia ("sexual deviation") are recurrent, intense sexually arousing fantasies, sexual urges, or behaviors that generally involve nonhuman subjects, the suffering or humiliation of oneself or one's partner, or children or other non-consenting persons. (American Psychiatric Association, 1997) Parents fear such dangers for their young children that is why many parents are wary of male teachers/ support workers. The sensationalized news of paedophilia cases worsen those fears. Rex Phillips, Wales organizer of the National Association of Schoolmasters/ Union of Women Teachers (NASUWT) laments this reality and agree that it also affects how men view jobs in the early years. “Men feel highly vulnerable having any physical contact with such young children. It is a sad reflection of the society we live in.” (Porter, 2009, para.8). Paul Thurston, a reception teacher admits he finds it difficult sometimes to be in a position where his actions with the children can be misconstrued that is why whenever he brings the children to the toilet or help them change clothes, he makes sure he tells somebody. He accompanies children to the toilet but never goes into the cubicle with them. He also assists them in changing their clothes but just passes the articles of clothing to them, that way, they learn self-help skills in the process. Thurston is also aware that young children need the assurance of physical contact once in a while and he readily gives hugs to those who need it but always in the full view of other people (Men in Primary – Early years, 2007). He adds he is always careful and aware of his actions with the children because he would not want them to go home telling something to their parents that may be grossly misunderstood, casting a bad light on him and his intentions. Johnny Swingler shares the same sentiments. As an early years teacher, he is aware of issues for child protection and sometimes feel there is sexual discrimination against men because of malicious suspicions on their intentions to work with children. However, he knows that the centre he works for has specific rules that a child cannot be alone with an adult worker no matter what gender (Men in Primary – Early years. 2007). Other factors that deter men from pursuing a career in the early years are the low pay and conditions as well as negative social or peer group pressures associated with it (Ward, 2009). People have the misconception that as teachers go up in the year levels they teach, they get higher salaries, so that leaves the teachers and workers in the early years with the lowest salary grade of all. However, that is not true (Men in Primary – Early years, 2007). Steve, a nursery worker who shifted careers to early years says, Salary-wise, you're going to be on the first step of the ladder so it's not going to be great but of course with progression through sort of different areas of the business your money will go up and up and up in the end. Everyone's got to start somewhere. (Men in playwork early education and childcare podcast transcripts, 2010, para. 22) More than the salary, the men working in the early years admit that they find the work very fulfilling and rewarding knowing they are making a difference in children’s lives. Marlon Folkes, an NVQ level-3 early-years educator at Mary Paterson Nursery School in Paddington, West London reflects, “When you get older you get a different outlook on life. I want to be a positive male role model. For me, money isn’t everything. Job satisfaction comes before money.” (Ward, 2009, para. 17) Being a role model to young children inspires them to be better people and they work harder to show these children the possibilities they can do beyond society-imposed gender expectations. Thurston, the reception teacher shares that the children do not only see him playing sports like a regular man, but he also does a variety of things like painting, sewing, cooking and other activities stereotypically designed for women (Men in Primary- Early years, 2007). Johnny Swingler, an early years educator believes that caring for children is so much more than just teaching them. He notes that in consideration of Every Child Matters, everyone should now look at the whole child and not just the cognitive development. It is the same for men. He recommends that more men need to learn to care for children especially in the early years (Men in Primary – Early years, 2007). This entails that more men should go into education and training for childcare courses. However, Simon Austin, a nursery nurse at Walton-le Dale of Carr Manor notice that men may be intimidated from enrolling in such courses because these are usually advertised as only for women. He suggests that the course prospectus should be made more appealing to men so as to increase its male enrollees, and hence, increase male workers in the early years workforce (Men act as great role models in nursery settings, 2011). Trodd, CWDC’s head, concludes that there is a need to move to the position where male teaching is a norm rather than the exception…. a position where males in the teaching profession are seen as noble (Men in Primary – Early years, 2007). Personal Insights on the Issue I have always viewed the teaching profession as a noble one to belong to. Teachers are ascribed with much respect and admiration for all the knowledge they impart to students. It does not matter what gender they are as long as they possess the personal and professional qualities necessary to be an influential mentor to children and greatly affect not only their thinking but also their character. With very young children in the early years setting, I have always pictured female teachers and support staff working with these children who are in the most crucial stage in their development. I believed that more than teaching them the skills and concepts they need to learn, young children need a “mother-figure” to nurture them in their young years, especially since for most of them, reception or preschool is the transition between home and formal schooling. Thus, they need to be eased into their new environment with supportive people who can give them the nurturance of their mothers. The thought of having male teachers at this very early stage of schooling never occurred to me until movies such as Kindergarten Cop or other flicks that featured very masculine men handling preschool classes or caring for several young children at a time. The men were usually depicted as being awkward in their new role as teachers or caregivers at first, but over time, they discover that they do have the special qualities and skills that the job demands and eventually prove that they are equally capable with women, who are traditionally perceived to be assigned with caregiving tasks. In my research for this paper I came across men who worked in the early years setting who shared their own experiences and perspectives in working in such a female-dominated career. Coming from their own experiences, I was able to see deeper into the issue and realized there were some truths to the movies I have watched about men in the early childhood profession. Men are indeed capable of being gentle and nurturing to the youngest and most fragile group of students while coming up with great ideas on how to help them learn. Societal expectations have much to do with the assignment of jobs to certain genders. For the longest time, men working in early childhood settings were as unheard of as women in Engineering. However, as the world evolved and broader perspectives were developed, non-traditional jobs for men and women became more acceptable. Moreover, research on the growth and development of young children shows that they need to be exposed to a gender mix reflective of the real world outside their early childhood centres. More and more children are coming from lone parent families, usually with single mothers. Having more male workers in their classrooms gives them opportunities to interact or even bond with the male figures they need in their lives. This is more significant for young boys who need to look up to a male role model to base on how he will grow up to be a man someday. On the other hand, reports of men exploiting children can be very disturbing. The rise of cases of paedophilia or other situations that put children at risk with malicious men can make some parents paranoid. I can imagine how men working in the early years workforce and claiming to enjoy their jobs may be suspected of ill intentions towards the children. No doubt, this is an unfair generalization, but the consequences of paedophilia or child abuse can make any parent overprotective of their little ones. That is why the men interviewed in various articles admit that parents are initially wary and resistant to them as teachers or child workers due to their gender. It takes men more effort to prove themselves that they can be trusted with the children. Eventually, they do gain the parents’ trust and respect, and go on to become very effective teachers who are immensely enjoyed by the children. With the hard physical, mental and emotional work entailed of an early years child worker should come a just and compensable remuneration package. We entrust the youngest learners to these people and they share the responsibility in raising our children to be citizens of good moral character and contributory to society being the future inheritors of this earth. Thus, they should be accorded with the utmost respect and provided with the appropriate pay they deserve. Raising their prestige to a higher level not only gives them more confidence in continuing to do their jobs well, but would also attract more people to join their workforce, regardless of gender. According to Lev Vygotsky (1962), social interaction is essential to a child’s growth and development. He also mentions that a supportive interactive environment can help the child to reach a higher level of knowledge and performance compared to what might be reached through his or her ability to improve independently (Lightbown and Spada, 2006). Lightbrown & Spada (2006) contend that people obtain control and reorganize their thinking processes during mediation as what they learn is internalized during social interactions. This follows Vygotsky’s theory that people learn through socialization because of interaction and collaboration with other people. Benson McMullen (1998) agrees that children’s collaboration with their peers in problem-solving sessions encourages listening to each other’s ideas and in turn, express their own thoughts clearly. The varied ideas on dealing with problems evolve in group discussions making children understand that there may be more than one solution to a problem. It also prompts children to negotiate with others which solution to try. Adults play a huge role in this collaboration of children’s ideas as they are able to facilitate their interactions. In this regard, both perspectives of men and women are essential for children to see and emulate the ones that would suit them best. A balance of feminine and masculine influence would be best for them. Conclusion Young children benefit from regular interactions with adults of both genders outside their family. They get to learn various perspectives from different backgrounds and consequentially broaden the way they think instead of just being exposed to a limited viewpoint. With regards to the issue of lack of men in the early years workforce, it is a sad state that must be acted upon by government and school authorities. Men can be great resources to early childhood centres as they bring with them their own strengths and skills to contribute to children’s learning and development. Taking on the part of appropriate adult role-models that little boys and girls can emulate, men with the right qualities and skills will be welcome additions to the early years workforce especially if they are attracted by better pay, better work conditions and the respect they fully deserve from society as moulders of young minds and character. References American Psychiatric Association (1997) Pedophilia. Retrieved on March 21, 2011 from http://members.shaw.ca/pdg/pedophilia_is_defined.html Benefits and salaries in playwork early education and childcare (2010) Retrieved on March 20, 2011 from http://www.surreycc.gov.uk/sccwebsite/sccwspages.nsf/LookupWebPages ByTITLE_RTF/Benefits+and+salaries+in+playwork+early+education+and+ childcare?opendocument Bergman, B. (2003) The validation of the women workplace culture questionnaire: gender-related stress and health for Swedish working women. 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Sex Discrimination Act (1975) Retrieved on March 21, 2011 from http://www.bracknell-forest.gov.uk/your-council/yc-job-vacancies/yc- equal-opportunities.htm Taylor, S. E., Kemeny, M. E., Reed, G. M., Bower J. E., & Grunewald, T. L. (2000) Psychological resources, positive illusions, and health. American Psychologist. Vygotsky, L.S. (1962) Thought and Language (E. Hanfmann and G.Vaker, Eds & Trans.) Cambridge, M.A.: MIT Press Ward, H. (2009) Extra pay needed to coax more men into early years. Retrieved on March 20, 2011 from http://www.tes.co.uk/article.aspx?storycode=6007504 Read More