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Collegiality vs role models: gendered discourses and the ‘glass escalator’ in English primary schools

Research output: Contribution to journalJournal articlepeer-review

<mark>Journal publication date</mark>1/01/2020
<mark>Journal</mark>Early Years
Issue number1
Number of pages15
Pages (from-to)37-51
Publication StatusPublished
Early online date23/05/19
<mark>Original language</mark>English


Attempting to encourage and retain male primary school teachers can lead to the ‘glass escalator’ phenomenon, the fast-tracked advancement that men receive in gender-atypical work. Currently, in primary schools, males are disproportionately represented in management positions making up 35% of senior staff, while conversely only making up 15% of the general teaching staff. This paper presents one main theme from current doctoral research exploring how the ‘glass escalator’ operates in English primary schools, presenting findings on gendered discourses on the role of ‘promotion’ for teachers. The identification of two conflicting views demonstrates a disparity between internal teaching pedagogies and external societal opinions upholding the ‘glass escalator’ phenomenon. Abbreviations: OFSTED: Office for Standards in Education; CAQDAS: Computer Assisted Qualitative Data Analysis.