Date of Award

8-1-2024

Thesis Type

masters

Document Type

Thesis (Restricted Access)

Divisions

education

Department

Department of Educational Psychology and Counselling

Institution

Universiti Malaya

Abstract

This study explores the lived experiences of male early childhood teachers (MECTs) in Shenzhen, China, focusing on how they navigate occupational gender stereotypes in a female-dominated field. The problem addressed is the significant gender imbalance in early childhood education (ECE) and the societal biases that undervalue male participation. The objectives are to understand the challenges and advantages experienced by MECTs, investigate how MECTs make sense of their lived experiences, and explore their perceptions of their roles in ECE. The methodology involves a qualitative, phenomenological approach, utilizing in-depth interviews and reflective journals to gather data. This approach allows for a deep understanding of the participants’ experiences and the meanings they attach to these experiences. Findings indicate that MECTs face significant challenges, including societal bias, low salary, and low status. They often experience prejudice from various societal groups, with younger individuals focusing on low income and older individuals viewing the profession as requiring less competence. Despite these challenges, MECTs also find unique advantages, such as preferential treatment in job recruitment and a strong bond with children. The conclusion emphasizes the need for increased societal awareness and support for MECTs to promote gender diversity in ECE. By understanding and addressing the occupational gender stereotypes that MECTs face, it is possible to create a more inclusive and equitable educational environment for all children.

Note

Dissertation (M.A.) – Faculty of Education, Universiti Malaya, 2024.

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15537-Ji_Yueyang.pdf (1849 kB)
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