Men underrepresentation in Early Childhood Education in Iceland

Abstract

Men underrepresentation in the pre-school setting has been an issue of concern worldwide and highly debated by many researchers. Gender imbalance and feminization of the pre-school teaching profession has become a common practice for decades. The primary objective of this thesis was to seek an in-depth understanding of how socially constructed gender norms contribute to male teachers’ low representation in pre-school education settings resulting in a gender imbalance. The thesis established that major determinants that contribute to the gender imbalance in the pre-school settings in Iceland and across the globe could be attributed to stereotype and culture, low income, the fear of men being accused of sexual abuse, perception of female teachers and parents as well as low status attached to the profession. Finally, the thesis elucidated that the concept of gender is socially constructed and a major contributory factor to gender imbalance and feminization of the pre-school teaching profession.