There is a small, but slowly growing body of evidence about the importance of men teachers.
In one study, we find that boys do better in reading if they have a male teacher.
In another study in the United Kingdom, "finds that three-quarters (76 per cent) of boys aged eight to 11 are in favour of schools having teachers of both genders."
The study goes on to report that "Boys also admitted that the presence of a male teacher makes them behave better (51 per cent) and work harder (42 per cent). There are also more intangible qualities, with many boys saying that male teachers help them enjoy school more (44 per cent) and feel more confident about themselves (37 per cent)."
In a study also conducted by the United Kingdom governmental Training and Development Agency for Schools also find that parents also want their children to have male teachers, "Three quarters of parents questioned believe that it is important for young children to have both male and female teachers and 83 per cent say that they would like to see more men teaching primary age children."
Many argue that boys will do better with a male teacher - but - there is not enough conclusive scientific evidence. But there are other reasons to recommend that men teach. That it is equitable, fair and truly demographic. What better way for children to see the world, on a daily basis, then to see both women and men working with children. The key is having quality teachers in the classroom that are representative of the community and the children and families.
Valuing diversity
This editorial has prompted me to write about something that has been on my mind for quite awhile. As we make our case for having more men work with children, especially in teaching, I think it is time to move beyond the concepts of equity and inclusion. My thinking on this subject goes way back to an important experience I had in 1974.
It was June 1974 and I had just graduated from Kent State with a bachelor's degree in education. During my senior year I had made the decision to bypass looking for a teaching position and enter seminary, to study to be a professional in the church. So, on a Saturday I graduated college and on Sunday I drove across Ohio and started the summer term at a seminary.
At some point during that summer term all of the summer students attended a three day workshop entitled "Black-White Encounter". I will not give the details here, but I will say that this workshop completely changed my beliefs and values on race relations and diversity. In college I had a few friendships with African-American students but my core beliefs remained two-fold: 1) everyone was equal and 2) everyone aspired to be like me, a white, middle class male. What this workshop did was open me up to the idea that it was important to celebrate and value the beliefs and culture of people who were not exactly the same as me. I grew to understand and value the important contributions everyone had made to what we call the American culture, and to the world, not just the white males. It was a life-changing event and still resounds in me every day.
What does this mean to men in education? I think we are on the precipice of change in how men in the lives of children are viewed. I have been involved with this issue for over 25 years and it has felt like we have been battling the concept that women caring for and teaching is the norm and men being involved in the lives of children is some kind of aberation. Just as any individual teacher brings into the field his/her personal likes, dislikes, talents, weaknesses, etc., it is time for men in education to be valued as an essential and important element of the education of all children.
It is time for all educators to come forward and declare that we are giving children a substandard educational experience when we do not give them the opportunity to learn from a man. I think we are rounding the corner on this. News accounts, articles, books, etc. are overwhelmingly supportive of this. MenTeach has provided outstanding leadership in bringing this information to the forefront of education policy. 25 years ago, when we would push for equity at education conferences we were viewed as important, unique, "cute" and promptly set aside. The signs are there that most educators are open, accessible, and supportive of what we have to say. It is time to say men are valuable and important in education, and something is wrong with our education system when the men are not there.
Bruce S. Sheppard, M.T.S
EI/ECSE Specialist
Oregon Department of Education