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Men-only support spaces in early years education: a step towards a gender diverse or a gender divided workforce?

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Men-only support spaces in early years education: a step towards a gender diverse or a gender divided workforce? / Wilkinson, J.; Warin, J.
In: Gender and Education, Vol. 34, No. 4, 30.06.2022, p. 478-493.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Wilkinson, J & Warin, J 2022, 'Men-only support spaces in early years education: a step towards a gender diverse or a gender divided workforce?', Gender and Education, vol. 34, no. 4, pp. 478-493. https://doi.org/10.1080/09540253.2021.1990221

APA

Wilkinson, J., & Warin, J. (2022). Men-only support spaces in early years education: a step towards a gender diverse or a gender divided workforce? Gender and Education, 34(4), 478-493. https://doi.org/10.1080/09540253.2021.1990221

Vancouver

Wilkinson J, Warin J. Men-only support spaces in early years education: a step towards a gender diverse or a gender divided workforce? Gender and Education. 2022 Jun 30;34(4):478-493. Epub 2021 Oct 26. doi: 10.1080/09540253.2021.1990221

Author

Wilkinson, J. ; Warin, J. / Men-only support spaces in early years education : a step towards a gender diverse or a gender divided workforce?. In: Gender and Education. 2022 ; Vol. 34, No. 4. pp. 478-493.

Bibtex

@article{6ee2c11aa0c746e885eba89f7bdb7347,
title = "Men-only support spaces in early years education: a step towards a gender diverse or a gender divided workforce?",
abstract = "Currently, 3% of the early year's education workforce is male, a figure that has remained stubbornly resistant to change over the last four decades. Research has shown that support is key to increasing the number of male employees in this sector. In recent years, there has been an increase in the demand for male-only support activities, such as men-only training courses, or support groups. Whilst these methods are popular in order to establish gender-diverse workforces, an inherent danger is that single-sex support can exacerbate binary thinking and entrench gender differences. This paper explores the role of single-sex support in gender diversifying the early year's workforce and asks when, and for whom, such spaces may be effective or valuable. The discussion is based on data collected during the GenderEYE project, which aimed to look at strategies for, and understandings about, the recruitment and support of male early childhood education professionals.  ",
keywords = "diversity, early years, education, employment, Gender, workforce",
author = "J. Wilkinson and J. Warin",
year = "2022",
month = jun,
day = "30",
doi = "10.1080/09540253.2021.1990221",
language = "English",
volume = "34",
pages = "478--493",
journal = "Gender and Education",
issn = "0954-0253",
publisher = "Routledge",
number = "4",

}

RIS

TY - JOUR

T1 - Men-only support spaces in early years education

T2 - a step towards a gender diverse or a gender divided workforce?

AU - Wilkinson, J.

AU - Warin, J.

PY - 2022/6/30

Y1 - 2022/6/30

N2 - Currently, 3% of the early year's education workforce is male, a figure that has remained stubbornly resistant to change over the last four decades. Research has shown that support is key to increasing the number of male employees in this sector. In recent years, there has been an increase in the demand for male-only support activities, such as men-only training courses, or support groups. Whilst these methods are popular in order to establish gender-diverse workforces, an inherent danger is that single-sex support can exacerbate binary thinking and entrench gender differences. This paper explores the role of single-sex support in gender diversifying the early year's workforce and asks when, and for whom, such spaces may be effective or valuable. The discussion is based on data collected during the GenderEYE project, which aimed to look at strategies for, and understandings about, the recruitment and support of male early childhood education professionals.  

AB - Currently, 3% of the early year's education workforce is male, a figure that has remained stubbornly resistant to change over the last four decades. Research has shown that support is key to increasing the number of male employees in this sector. In recent years, there has been an increase in the demand for male-only support activities, such as men-only training courses, or support groups. Whilst these methods are popular in order to establish gender-diverse workforces, an inherent danger is that single-sex support can exacerbate binary thinking and entrench gender differences. This paper explores the role of single-sex support in gender diversifying the early year's workforce and asks when, and for whom, such spaces may be effective or valuable. The discussion is based on data collected during the GenderEYE project, which aimed to look at strategies for, and understandings about, the recruitment and support of male early childhood education professionals.  

KW - diversity

KW - early years

KW - education

KW - employment

KW - Gender

KW - workforce

U2 - 10.1080/09540253.2021.1990221

DO - 10.1080/09540253.2021.1990221

M3 - Journal article

VL - 34

SP - 478

EP - 493

JO - Gender and Education

JF - Gender and Education

SN - 0954-0253

IS - 4

ER -