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

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Collegiality vs role models: gendered discourses and the ‘glass escalator’ in English primary schools. / Cousins, Thomas Anthony.
In: Early Years, Vol. 40, No. 1, 01.01.2020, p. 37-51.

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Cousins TA. Collegiality vs role models: gendered discourses and the ‘glass escalator’ in English primary schools. Early Years. 2020 Jan 1;40(1):37-51. Epub 2019 May 23. doi: 10.1080/09575146.2019.1619671

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@article{5bfbac61327744948c960c2187c2cd75,
title = "Collegiality vs role models: gendered discourses and the {\textquoteleft}glass escalator{\textquoteright} in English primary schools",
abstract = "Attempting to encourage and retain male primary school teachers can lead to the {\textquoteleft}glass escalator{\textquoteright} 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 {\textquoteleft}glass escalator{\textquoteright} operates in English primary schools, presenting findings on gendered discourses on the role of {\textquoteleft}promotion{\textquoteright} for teachers. The identification of two conflicting views demonstrates a disparity between internal teaching pedagogies and external societal opinions upholding the {\textquoteleft}glass escalator{\textquoteright} phenomenon. Abbreviations: OFSTED: Office for Standards in Education; CAQDAS: Computer Assisted Qualitative Data Analysis. ",
keywords = "collegiality, Glass escalator, male primary school teachers, male role models",
author = "Cousins, {Thomas Anthony}",
year = "2020",
month = jan,
day = "1",
doi = "10.1080/09575146.2019.1619671",
language = "English",
volume = "40",
pages = "37--51",
journal = "Early Years",
issn = "0957-5146",
publisher = "Routledge",
number = "1",

}

RIS

TY - JOUR

T1 - Collegiality vs role models

T2 - gendered discourses and the ‘glass escalator’ in English primary schools

AU - Cousins, Thomas Anthony

PY - 2020/1/1

Y1 - 2020/1/1

N2 - 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.

AB - 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.

KW - collegiality

KW - Glass escalator

KW - male primary school teachers

KW - male role models

U2 - 10.1080/09575146.2019.1619671

DO - 10.1080/09575146.2019.1619671

M3 - Journal article

VL - 40

SP - 37

EP - 51

JO - Early Years

JF - Early Years

SN - 0957-5146

IS - 1

ER -