Key Articles

Alternative Teacher Training Programs Better at Attracting Male and Minority Trainees

Bryan G Nelson — Wed, 11 Jan 2012 14:00:33 -0600

Author:

by Jennifer Cohen - Ed Money Watch

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Teacher training and quality has long been a topic of discussion among policymakers, especially as states have expanded access to alternative teacher training programs outside of traditional schools of education. While many remain skeptical about the effectiveness and worth of such programs, 45 states have implemented alternative routes to certification and 11 percent of teacher trainees attend such programs. The issue was no doubt important enough that in 2008 Congress required that the U.S. Department of Education collect and report data on participation in various types of teacher training programs. The Department made that data available late last year through a report called "Preparing and Credentialing the Nation's Teachers: The Secretary's Eighth Report on Teacher Quality Based on Data Provided for 2008, 2009, 2010."

The report includes a host of interesting data on teacher training, participation in various programs, and state policies on teacher credentialing. But one table particularly stuck out to us. The table (see page 14 of the document), which focuses on enrollment in various types of teacher programs by demographics in 2008-09, divides teacher training programs into three groups: traditional, alternative-based in an institution of higher education, and alternative-not based in an institution of higher education.

Interestingly, the table shows that alternative teacher training programs are much better at attracting male prospective teachers than traditional programs - only 24 percent of students enrolled in traditional programs are male, while 31 and 34 percent are male at alternative programs that are or are not based at higher education institutions, respectively.

Even more interesting are the variations in enrollment by race. Alternative programs, especially those not based at institutions of higher education, are much more likely than traditional programs to enroll prospective teachers who are Hispanic or African American. At traditional programs, only 7 percent of students were African American in 2008-09, while 16 percent were African American at alternative programs not based at institutions of higher education.

Why does this matter? Many experts believe that male and minority students are more likely to respond to and make connections with teachers that come from similar backgrounds as they do, improving their academic performance and motivation. But public schools in America have long struggled to attract more male and minority teachers into classrooms for a variety of reasons including prospective compensation, access to training programs, and perceived stigma around teaching.

The Department of Education's latest report on teach training suggests that alternative training programs have made headway in attracting male and minority teachers when traditional training programs have not. There are many reasons why alternative programs could be more appealing to these prospective teachers: they are often more accessible, provide more flexibility, make it easier for second-career teachers to change jobs, and allow students to get on-the-job experience while in school. But which of these aspects matters the most to these high-need teachers? That's a question worthy of some more research.

Similarly, we wonder whether alternative programs are doing something more or different to attract these teachers. Can traditional programs replicate this success and bring more male and minority teachers into classrooms? After all, traditional programs still make up the bulk of teacher training and likely will in the future -- only 11 percent of prospective teachers are currently enrolled in alternative training programs.

The federal government provides several funding streams aimed at improving teacher training in both traditional and alternative settings. It is clear that traditional programs have some things to learn from their alternative peers, particularly with respect to attracting male and minority candidates. Perhaps these funds can be used to facilitate this knowledge sharing. Hopefully as the Department of Education continues to release more data and information on these issues through the reporting requirement on alternative training programs, we will be able to answer these questions and many more.

January 10, 2012

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Fathers would be more involved if there were more male staff

Bryan G Nelson — Tue, 27 Sep 2011 00:00:00 -0500

Body:

A survey with results from nearly 500 Minnesota fathers and 250 early childhood education professionals and practitioners reveals key findings:

That families and children want fathers involved.
The barriers to father involvement in Early Childhood Programs are known.
There are successful stories and strategies to more effectively involve fathers.

Father involvement in early childhood programs has increased over the past decade. But barriers that prevent their involvement still exist including:

The attitudes and personal beliefs toward father involvement of mothers, teachers, caretakers and child care/education program staff and others involved in the child’s life who may be considered gateways to father involvement.
Family or cultural beliefs concerning male involvement.
Societal expectations and views of male involvement in children’s lives related to their care and support.
Father’s educational level and/or irregular work schedule.
The father’s lack of knowledge about child development, parenting and /or how to become an involved father.

The biggest barrier to involving fathers in programming is a father’s work schedule, followed by fathers not living with mothers and children, lack of male staff to whom fathers can relate and disagreements between fathers and mothers.

Steps to engaging fathers in early childhood programming include: a culture of inclusion with father friendly environments; assessing needs and motivations to cultivate father’s buy-in; and providing diverse opportunities for engagement.

When fathers are regularly invited to their children’s educational activities, it encourages them to be involved, lets them know that their participation is not only welcome but expected, has the potential to strengthen the child’s educational experience and forges a stronger relationship between family and school.
Survey respondents included practitioners from Early Childhood Family Education (ECFEs), Head Start, School Readiness, home-based child care and others along with fathers with early childhood program-aged children from throughout the state.

Key research findings regarding father involvement include: children do better in school and life when there is positive father/male involvement. Children benefit by having both parents involved. Fathers are an integral part of children’s lives and should be included in all aspects of the child’s care. And healthy male role models are vital to children’s healthy development. If the father is engaged in the family and parents share common child rearing principles, the child will be more balanced and ready for school and life challenges. And if fathers hear that parents are their child’s first teachers, this will help encourage father involvement.

In terms of gender equity, fathers are often forgotten in the role of parenting. Children receive care from their dads that they can’t necessarily get from their moms. Both parents are equally important. Dads also are important because they help with the building blocks for children’s relationships with male figures as they grow.
Children with a good father figure have less identity problems and do better in life. An actively engaged father can lead to higher self-esteem in children, more discipline, can speed intellectual development and a better sense of family. The more involved in actively raising and educating that fathers are, the better chance that their children will get a good education, resist peer pressure, stay away from drugs and will seek more positive role models.

Fathers responding to the survey showed that 84% believe that attending parent-child meetings was very important. 77% said attending program events was very important.

84% of professionals indicated that a fathers’ lack of time/conflicts was the major barrier to limited early childhood program involvement. 43% said lack of male staff. 37% cited not knowing how to get fathers more involved.

Successful stories that address the top barriers that fathers face include the following titles:

Working Around Father’s Time Conflicts
Connecting Better With Dads
Developing Programs That Attract Dads
Increasing The Roles Of Male Staff Members

Scheduling classes and special events on weekends, mainly Saturdays, are becoming more popular. A West Metro area child care center plans one-on-one family/teacher meetings around father schedules. A Head Start program in Northern MN schedules some of their parent training sessions at the same time that parents pick up their children making it easier for them to attend. Many ECFE programs offer classes specifically for fathers and their young children. These classes are called “Daddy and Me” or “Date with Dad.”

The Early Childhood Program sector analysis concludes with recommendations in the areas of time, recruiting fathers, program development and male staff and volunteer involvement.

The survey was conducted by the Minnesota Fathers & Families Network. MFFN is the state's premier center for training, research dissemination and policy development for professionals committed to understand and promoting healthy fatherhood. MFFN enhances healthy father-child relationships by promoting initiatives that inform public policy and further develop the field of fatherhood practitioners statewide.

Download the full report in pdf format.

98% Parents welcome men into childcare

Bryan G Nelson — Tue, 02 Aug 2011 00:00:00 -0500

Author:

by Anna Davis, Education Correspondent - London Evening Standard

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Almost all parents would be happy for their children to be looked after by male nursery workers, new research shows.

There has been a "sea change" in attitudes since a survey six years ago found that only 55 per cent of parents accepted the idea of men working with their children.

The latest study, carried out on behalf of the major day nursery groups, found 98 per cent of mothers and fathers were in favour of men caring for children between the ages of three and five. Currently, less than three per cent of nursery staff are men.

Neil Leitch, chief executive of the Pre-School Learning Alliance, said: "Parental attitudes have long been held to be a barrier preventing men working in childcare. Our survey suggests this is no longer the case. The vast majority of parents and female childcarers want more men as trained professionals."

He said many men do not work in childcare because it is low paid and seen as low status. James Tweed, of the alliance, added: "It is felt there has been a sea change in society. Parental roles have become more equally divided in the home with men taking on more responsibility. There is a feeling it should be reflected in the sector." This week ministers published a document saying they wanted to tackle gender imbalance in the early years sector.

But Carol Edmonds, managing director of childcare provider Bright Horizons Family Solutions, said: "Until there is a fundamental rethink about the status and value of those already working in the sector, it is unlikely we will get many more men in childcare, even though this is what parents want." More than 1,000 parents and 700 staff were questioned for the latest poll.

In 2005 a survey by the Children's Workforce Development Council found 55 per cent of people wanted men to work in nurseries.

'With a man in the job you get a different perspective'

Wayne Robson, 43, below, has run a parent and toddler group in Croydon for 10 years. He has three children and is a househusband, with his biochemist partner the main breadwinner.

"I was brought up in children's homes and foster care and wanted to give children the upbringing I didn't have," he said.

"When the toddler group I went to was threatened with closure I offered to run it. At first people didn't trust me. At the time there was a lot of hype about paedophiles. I got a woman to help run it and it worked really well. As parents get to know me they keep coming back.

"With a man you get a different perspective. When children are misbehaving and I say something they stop immediately."

"I'd absolutely recommend this job to men. You won't get well paid and you won't get recognition, but if you have a lot to give, it's a good place to start."

July 28, 2011

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Parents voice overwhelming support for more men in childcare

Bryan G Nelson — Mon, 01 Aug 2011 00:00:00 -0500

Author:

By Janaki Mahadevan - Children & Young People Now

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Parental opinion on male childcarers is warming after a survey by a group of major nursery providers found 98 per cent of parents are in favour of men looking after their children.

The Major Providers' Group, made up of 14 of the largest nursery chains in the UK, has found that the vast majority of the 1,200 parents questioned would be happy for men to work with children aged three to five in day nurseries.

The figure fell slightly to 95 per cent for those working with two-year-olds and further still to 93 per cent for men working with babies, reflecting concerns among parents about men changing nappies.

Neil Leitch, chief executive of the Pre-school Learning Alliance and a member of the Major Providers' Group, said: "Parental attitudes have been long-held to be a barrier preventing men from working in childcare. However, our surveys suggest this is no longer the case.

"The vast majority of parents and female childcarers want more men working as trained professionals. The reality is that men themselves say that factors such as peer pressure and low pay have a significant impact on their decision not to work in childcare."

Alongside the poll of parents, nearly 750 female childcare workers were questioned, of which nearly 97.8 per cent said they would value having male childcarers as part of their nursery team.

Carol Edmonds, managing director of nursery provider Bright Horizons Family Solutions who is also part of the network, added: "Until there is a fundamental rethink about the status and value of those already working in the sector, it is unlikely that we will get many more men working in childcare, even though this is what parents want."

July 25, 2011

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Council of European Union Recommends Increasing the Percentage of Male Teachers in ECE

Bryan G Nelson — Fri, 03 Jun 2011 00:00:00 -0500

Body:

MenTeach: The Council of European Union's conclusions on early childhood education and care: providing all our children with the best start for the world of tomorrow:

8. Increasing the proportion of men in ECEC is important in order to change attitudes and show that not only women can provide education and care. Having role models of both sexes is positive for children and can help to break gender-stereotyped perceptions. A workplace composed of both sexes contributes to widening children's experience and can also help to reduce gender segregation in the labour market.

Download the entire PDF document.

Male Teachers Get Top Marks: Children have a better perception of male teachers

Bryan G Nelson — Wed, 02 Feb 2011 00:00:00 -0600

Author:

by Zoe McKay - Business.In.com

Body:

In today's world, as taxpayers everywhere are concerned over paying for schools, it comes as a shock to see that, according to new findings by Amine Ouazad, an Assistant Professor of Economics and Political Science at INSEAD, one of the most effective ways to get students to listen and work hard is to put a male teacher at the front of the classroom.

Ouazad, in collaboration with the University of Westminister, originally sought to understand whether pupils' perceptions can explain differences in effort, motivation and educational achievement. What they found was that children have a better perception of male teachers; they try harder and think that male teachers will grade them more fairly.

"Actually, surprisingly, what we saw is that students have better perceptions of male teachers, but that male teachers are not rewarding students more than female teachers. So there is a disconnect between what students perceive and what teachers do," says Ouazad. "We have seen that male teachers actually induce far more effort, much more investment and that is a good thing."

In Ouazad's experiment involving 1,200 pupils across 29 schools in Liverpool, London and Manchester in the UK, the nine male teachers involved not only achieved significantly better results than their 18 female colleagues, but did so with both the boys and the girls in their classes.

The children were each given two pounds in 20 pence pieces and had the choice either to keep the money or 'buy' questions to be answered in a test. For each question correctly answered they would double their bet (meaning they would earn 40 pence). If they answered incorrectly, they would lose the 20 pence bet.

"We found...there was more betting of the students when they were assessed by a male teacher. And the difference was very significant. It was between 0.6 and 1.0 question more chosen by the student. To give you a perspective, it is a 20-minute experiment. If you imagine that each student is trying one question less every 20 minutes spent in the classroom and you multiply that by the number of 20 minutes in the year, that's a lot of forgone educational opportunities and that is why we believe the results are significant."

With girls outperforming boys at every level in UK schools today, cumulating with a seven per cent gap in GCSE results, and 130, 000 more girls than boys entering higher education last year, the UK is seriously evaluating why boys are falling behind. "The traditional story in education is that male teachers act as role models for male pupils and that female teachers act as role models for female pupils ... but our research shows that the positive effects of male teachers is the same for male and female pupils," says Ouazad. And yet men only represent 15 per cent of primary school teachers in the UK today.

When asked why, Ouazad responds: "As an economist I would say the salary is an important component. It is also important that we think about ways to better integrate male teachers into schools. Anecdotal evidence suggests that male teachers see schools as a very feminine environment, and this may be one of the deterrents. But I think the salary is a very important component."

"In terms of policy making, this will strengthen the fact that we will need to do more to have more male teachers in the classroom. And we also need to know more: I'm not sure that the paper tells us everything that has to be learned about male and female teachers. "

January 20, 2011

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2 male teachers sue School District, claim gender-bias

Bryan G Nelson — Wed, 26 Jan 2011 00:00:00 -0600

Author:

by Brian Bowling - Pittsburgh Post-Gazette

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Two male teachers in the Steel Valley School District filed a federal civil rights lawsuit Thursday, claiming the district hired them at a lower salary than female teachers with similar experience.

The lawsuit says school officials told Clay Karadus of Munhall and Steven A. Large of Elizabeth Township that the district's policy is to hire teachers at the bottom rung of the pay scale.

Karadus, an English teacher, had seven years of experience when he was hired in 2004. Large, an elementary school teacher, had five years of experience when he was hired in 2002, the lawsuit says.

"Despite its alleged policy, defendant hired other similarly situated teachers who are female at higher pay steps," according to the lawsuit.

The lawsuit doesn't cite specific examples.

Donald Fetzko, the school board's attorney, said the district denies the teachers' allegations.

"They cherry-picked someone who was in Steel Valley for a long time, left for a year, came back, and got her seniority back," he said.

Karadus and Large are seeking promotions to higher pay levels, back pay and punitive damages.

U.S. Judge berates Steel Valley board in bias case
October 06, 2010
by Paula Reed Ward - Pittsburgh Post-Gazette

Members of the Steel Valley school board were admonished in federal court Tuesday when a judge questioned how a settlement in a gender discrimination lawsuit reached last summer was now back on her docket.

The school board voted last week against settling the case in which two male teachers alleged they were hired at the entry-level salary scale, even though both had several years of teaching experience and other district teachers in similar situations began at higher pay steps.

After seven hours in court on Tuesday -- including several in which U.S. District Judge Nora Barry Fischer took a hands-on approach in negotiating with board members -- the parties agreed to settle the case.

The board has scheduled a special meeting to approve the settlement for next Tuesday at 6 p.m.

Until it is publicly approved, the terms of the agreement are confidential.

Clay Karadus, who was hired in 2004 as an English teacher, and Steven A. Large, who was hired in 2002 as an elementary education teacher, filed the lawsuit on Feb. 11.

Mr. Karadus had seven years teaching experience when he was hired; Mr. Large had five. Both men were hired at Step 1 of the salary scale, stating in the lawsuit that they were told it was the district's policy to hire teachers at the bottom level.

"Despite its alleged policy, defendant hired other similarly situated teachers who are female at higher pay steps," the lawsuit said.

The men were seeking tens of thousands of dollars in back pay, damages, as well as attorneys fees and costs.

During a contentious hearing Tuesday in which Judge Fischer repeatedly took the board members and their counsel to task for how the settlement negotiations and subsequent vote to reject the deal were handled, it became clear that the judge wanted the case to be disposed of.

She met with the board members, school solicitor Don Fetzko and the insurance company representative privately for nearly an hour.

"We were constantly told [by the judge] about the cost to be incurred by us if we were to lose," said school board member Mike Terrick. "We were told we would be required to be at every proceeding and we would not be reimbursed for any of our time.

"When you're faced with those kinds of considerations, I can understand why a board member would say, 'I want to settle.' "

Mr. Terrick said that Judge Fischer also told the board members that there was a chance they could be held personally liable for some of the potential costs in the case if the plaintiffs were able to prove the district negotiated in bad faith.

The plaintiffs and school district had settled the suit during a mediation hearing July 1. Although no school board members attended, by the end of the day, Susan Roberts attorney for the Steel Valley School District, hired by the district's insurance carrier, and the plaintiffs' lawyer, Colleen Ramage Johnston, thought they were done.

"We were assured the necessary parties were there for the defendants and that any settlement reached that day would be approved by the school board," Ms. Johnston said.

It wasn't until Sept. 28, the day after the board voted 6 to 1 against the settlement, that the plaintiffs learned the deal had fallen through.

The plaintiffs planned, this week, to file a motion against the school district alleging bad faith during the dispute resolution process.

During Tuesday's hearing, Judge Fischer went over the potential attorney fees the district might be liable for if it lost the case -- $25,000 for depositions, $35,000 for a motion for summary judgment, up to $90,000 for trial, and more than $175,000 for other motions and briefs.

Because of the delay in the case caused by the settlement being rescinded, Judge Fischer told the school district that it was required to pay Mr. Large and Mr. Karadus for the day of work they would miss to give depositions.

At that, Steel Valley Superintendent William H. Kinavey shot up from his seat in the gallery to address the judge.

In what amounted to a speech shouted at Judge Fischer, Dr. Kinavey said that his district was financially strapped and that he would not pay for a day of missed work.

"We're not Peters Township. We're not Elizabeth Forward," he said. "This would destroy our district. I have $18,000 in the fund balance. This case will end up destroying the district, and you want me to pay these people? They can use their personal days."

At one point, during his comments, Judge Fischer interrupted Dr. Kinavey to say that she grew up in the area and recognized the district was financially distressed.

He challenged her to answer where she was raised, to which the judge answered, Homestead and West Mifflin, before her father was able to build his family a home in Peters Township.

When Dr. Kinavey had finished, Judge Fischer responded:

"You may have been well-served to strongly consider settlement. Your school district may be looking at attorney fees, costs and then some. ... All, by the way, at taxpayer dollars.

"If you weren't told these were the consequences all along, shame on counsel."

Despite the court's admonishment, Mr. Terrick believes the district could have won the lawsuit because the teachers who were hired at the increased pay levels were brought on based on merit, not simply years of experience.

"We were protecting the taxpayers' interest and the quality of education by bringing more experienced teachers in," he said.

More than that, Mr. Terrick believes the settlement could have serious ramifications for districts across Pennsylvania.

"Any district that embarked on some merit-based negotiations up front should now be put on notice," he said. "What it boils down to -- when you're offered a job, if you don't like the salary, you can either negotiate more or walk away."

February 12, 2010

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Steel Valley school board settles gender suit

October 14, 2010
by Mary Niederberger, Pittsburgh Post-Gazette

The Steel Valley school board at a special meeting Tuesday approved a $170,000 settlement with two male teachers who brought a gender discrimination lawsuit against the district, but school officials are uncertain where they will come up with the district's $124,000 portion of the costs.

District solicitor Donald Fetzko said the district's insurance carrier is covering about $46,000 of the settlement and the district is responsible for the rest.

Superintendent William Kinavey told a federal judge last week that the district has just $18,000 in its reserve fund and can't afford the settlement. Mr. Fetzko said the funds will have to come from the district's general fund budget, which is already allocated toward running the schools and educational programs.

The board and administrators will have to look for places to make cuts in the budget in order to pay its portion of the settlement, the solicitor said.

"If $124,000 is spent on the settlement, it's not going to be spent somewhere else," Mr. Fetzko said.

He said the agreement allows for the total to be paid in installments over nine months. The district already paid a $10,000 deductible to its insurance carrier as its portion of $35,000 in attorney fees.

Mr. Fetzko said Steel Valley's payment pales in comparison to a $1.3 million jury verdict handed to the Elizabeth Forward School District in a similar case brought by the same attorney, Colleen Ramage Johnston, in 2008. He said Ms. Johnston has a similar case pending in federal court against the Peters Township School District.

In the Steel Valley case, teachers Clay Karadus and Steven Large filed suit in U.S. District Court in February claiming they were hired at the entry-level scale even though they had several years of teaching experience and that other female teachers in similar situations started at higher pay steps.

Mr. Karadus had seven years' teaching experience when he was hired, Mr. Large had five years. Both were hired at Step 1 of the salary scale, stating in the lawsuit that they were told it was the district's policy to hire teachers at the bottom level.

School directors denied that there was any gender discrimination in hiring or pay scales. School director Michael Terrick said some teachers were paid more for their areas of expertise.

School directors made it clear they did not want to approve the settlement but felt they had no choice after a seven-hour meeting on Oct. 5 with U.S. District Judge Nora Barry Fischer. Judge Fischer ordered the board to appear before her after it voted in September to reject the settlement negotiated by Susan Roberts, the attorney hired by the district's insurance carrier.

During the meeting, the judge warned school directors of the costs they could incur if they took the case to court and lost, including $25,000 for depositions, $35,000 for a motion for summary judgement, up to $90,000 for a trial and more than $175,000 for other motions and briefs.

In addition, according to Mr. Terrick, the judge told board members they would have to take time away from their jobs to be present at every proceeding.

Seven members of the school board voted in favor of the settlement, though they made it clear they believe district administrators did nothing wrong in the way they hired teachers. Mr. Terrick voted against the settlement and school director Donald Bajus, who participated by phone, abstained.

Board President Beth Cannon read a prepared statement after the vote stressing that the approval, which she termed "difficult and painstaking," was in no way an admission of guilt by the district, but simply a financial decision.

"With this already financially strapped district, this decision to settle was based on the fact that our district could not financially withstand a trial," Mrs. Cannon said. She noted that the Equal Employment Opportunity Commission dismissed the claim in June.

Resident Donna Dreshman asked the board how many other teachers could file claims against the district for not being paid for the experience they had before coming to the district. Mr. Fetkzo said there is no way to tell since there is no statute of limitations on the claims.

School director Joe Ducar, who serves as the district's liaison with wealthy benefactor and alumnus William Campbell, said he plans to meet with the district's teachers and remind them of the $20 million in contributions that Mr. Campbell, chairman of Intuit Inc., has made to the district to provide state-of-the art equipment, services and facilities for staff and students to use and ask them to please refrain from filing any more lawsuits.

Among Mr. Campbell's contributions is $4 million for a 17,000-square-foot addition to Barrett Elementary School in Homestead.

"I hope that the teachers sit back and look at that and take that into consideration," Mr. Ducar said.

Pupils make more effort with male teachers as they are seen as 'more fair'

Bryan G Nelson — Wed, 01 Dec 2010 00:00:00 -0600

Author:

by Daily Mail Reporter

Body:

Pupils try harder for male teachers, according to an official study.

They make more effort to please them, display greater self-esteem and are more likely to believe they are being treated fairly.

The findings are particularly significant as more than a quarter of primary schools do not have a single male teacher.

With the number of male secondary school teachers also dwindling, it is feared that some youngsters could go throughout their entire education without experiencing the benefits of being taught by a man.

Researchers from Westminster University, the London School of Economics and the graduate business school INSEAD carried out an experiment involving 1,200 pupils aged 12-13 in 29 schools.

The study, commissioned by the Department for Education under Labour, was aimed at discovering what shaped youngsters' effort, motivation and educational achievement.

Each pupil received #2 and was asked to buy up to ten questions, priced 20p each. The questions involved having to define the meaning of words.

A correct answer doubled their money each time while an incorrect one forfeited 20p. Therefore, pupils who tried ten questions and got them all correct could earn #4.

In one group, marking was done anonymously by an external examiner. In the other, marking was done by the teacher in the classroom.

There were nine male teachers and 18 female teachers in the study, which compared the number of questions bought across both groups and measured pupils' perceptions of the grading and their willingness to make effort using questionnaires.

They found little overall difference in the number of questions purchased between both groups.

But in the group where marking was done by the teacher, pupils bought significantly more questions when assessed by men.

Children had a more 'positive perception of the rewards' of their effort despite the fact the males were not any more lenient.

Both boys and girls also showed greater confidence in their ability. Researchers said the findings were 'new and significant' as the effects were evident for every male teacher in the experiment.

They said the study 'reveals that pupils taught by male teachers tend to have better perceptions of the importance of hard work, better perceptions of equalities of opportunities and higher self-esteem.

'This experiment shows that male teachers may be beneficial for both male and female pupils, increasing motivation and effort.'

But the latest figures from the General Teaching Council show that only 123,361 of 502,562 registered teachers are men - just 25 per cent - with the vast majority working in secondary schools and further education. Two decades ago, men made up four in ten teachers.

Staffrooms at 4,700 primaries - 28 per cent - are solely populated by women, 150 more than last year.

A recent study by Kent University found that women teachers are holding back boys by reprimanding them for typically male behaviour.

They are reinforcing stereotypes that boys are 'silly' in class and refuse to 'sit nicely like the girls' and are more likely to indulge in pranks.

Researchers found that women teachers may also unwittingly perpetuate low expectations of boys and encourage girls to work harder by telling them they are clever.

November 13, 2010

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Men in Your Teacher Preparation Program: Five Strategies to Recruit and Retain Them

Bryan G Nelson — Tue, 25 May 2010 00:00:00 -0500

Body:

The professional Young Children has published it's May 2010 issue devoted to Men in the Lives of Young Children. Several MenTeach.org members have an article in the journal. If you are a member of the National Association for the Education of Young Children you already have the issue and can download an electronic version. If you aren't a member there are select free articles that you can download to read.

"Juan enrolled in his local university after serving in Afghanistan as a young Marine. As a veteran he qualified for a scholarship and began his studies as a business major. After a semester, Juan felt dissatisfied with his choice. Remembering how much he enjoyed coaching children in sports, Juan thought that perhaps teaching would be similarly rewarding. He decided to make the switch to education.

On the first day of classes at the school of education, he found himself in a sea of women, including his professors. He liked the program and learning more about children, but as one of only a few men in his classes, Juan felt isolated. Although the women were friendly, he often found himself feeling impa- tient with the way they discussed topics. Juan’s family and friends were supportive; however, they questioned his career choice of working with young children."

Here's Men in Your Teacher Preparation Program: Five Strategies to Recruit and Retain Them in pdf format.

Fatherless boys have significantly higher feelings of self worth with male teacher

Bryan G Nelson — Fri, 02 Apr 2010 00:00:00 -0500

Author:

Paul Dawson, Oregon State System of Higher Education, Monmouth

Body:

[MenTeach: Here is so early research from the 1970s showing that there is a positive effect having male teachers.]

The research to be described includes two related investigations, one of which was a study of elementary school teachers' perceptions of fatherless boys. The second study involved an attempt to determine relative affects of male and female teachers on the social and emotional development of fatherless boys during the early elementary school years. Twenty-two fourth grade fatherless boys were studied in terms of various measures of social and emotional development. Eleven of these children were in the classrooms of male teachers during the course of an entire school year, while the remaining 11 were under the influence of female teachers. Results consistently favored the male teacher influence, with significantly higher ratings on overall social and emotional development for boys in male teacher classrooms. Significantly higher scores were also obtained by the male teacher group in terms of the childrens' self confidence, feelings of self worth, and ability to accept responsibility. Findings tend to support the argument for the use of male teachers in the elementary grades.

Dawson, P. (1971). Fatherless Boys, Teacher Perceptions, and Male Teacher Influence: A Pilot Study. Final Report. Oregon State System of Higher Education, Monmouth. Bureau of Research, Office of Education (DHEW), Washington, DC.