End of Pink
Transcript: The Lonely End of the Pink: GENDER Gender alone is an insufficient lens for understanding the male experience (Gosse, Parr, & Alison, 2008). Education researchers should focus less on issues that are gender specific and more on the challenges of teachers in general (Skelton, 2007). Although individuality is important, this work presents a lens that deliberately sets up an atmosphere where gender binaries are unavoidable. Skelton and Gosse, Parr, and Allisons' views combined with the need to present a binary filled atmosphere represent a reoccurring theme within this study: the push and pull of competing messages. Often manifested through stereotyping, are born because of binary definitions that are presented throughout the literature on this topic and permeate school culture. REFLEXIVITY Experience presents us with an accepted view of 'the way it is' yet as we come to know more about our own experiences and locales, through reflexivity, we redefine our expectations – our experiential lens takes on a fluid characteristic. Demographics Male Primary Teacher Experience Male Primary Teaching Discourses Role-Modelling and Identity Qualitative Comparison Interviews and Conversations Poetry Analysis Interviews Conversations Poetry Unifying Findings I don’t think how I taught in the classroom changed. I didn’t look back on some of the questions you asked but I did find myself in certain situations thinking – we talked about that, Dave asked me about that but nothing really comes to mind that really affected my job. Before this study no, but after this study I might think that ‘Oh other people actually think that’. Direct Questions: Participation in this Study = "Not Affected" but...responses suggested otherwise. Participants Reactions to Literature Review: Agreed, Disagreed, and / or Debated. Some demonstrated reflexive influence. "I never really thought about it until now." "You've just burst my bubble." Situations described in lit review: Agreed with or experienced 23 times Disagreed or debated 45 times. 37 Neutral Reactions Discussion Overriding Recommendations Specific Recommendations Summarized Future Research Possibilities Support and Collaboration I show affection to my students by treating them fairly and by having positive relationships. I was not afraid to talk to them about issues that they might deem important and just being able to be there for them - but I'm not be the lovey-dovey type character. Gender and Reflexivity Literature Methodology Findings Discussion Demographics Unifying Themes Some evidence suggests the men may not have been aware of the issues that surround their work. There is a staff area, do I get to go there? No. Maybe once a week I force myself to go there. Are you confined to the "work" and that's why you can't get to the staff room? Yes, because you're always on duty. Opportunities Transcripts were coded and organized by general topics derived from the literature review. Further analyzed by applying a second layer of coding to identify unifying, related, and/or connected themes. Themes that required further categorizing were analyzed a third time and additional ‘deeper’ connections were made among the transcript excerpts Theory Teacher Influence through participation Role modelling challenged. Identity negotiations and constructs. Conversations Demonstrating Care Workspace Experience & Professional Relationships Conversations ` Participant It was definitely full-hearted support on their behalf. They always thought it was a good thing to pursue. My aunt was definitely supportive; she's a teacher and she though it would be a great idea. Pretty much every family member thought it was a great idea for me to be a teacher so I sort of went with it. 3 Parts: Part 1: Participation in Study = Change Part 2: Reaction to Literature Review Findings Part 3: Participation in Conversations = Change Challenges Poetry Findings 11 of 14 participants described their professional relationships with their colleagues as being consistently positive. Influenced through participation? Further Findings Represented Lived experiences of male K-3 teachers in PEI. Poetry Similar coding to initial interview coding. Reactions to literature Becoming Oh yes, I've been asked to lift TVs and tables. The school was putting together this book room last week. I wasn't asked but one job was to move this shelf and we (the other male teacher) jumped to help. We were not asked we just assumed it was our duty to do so. Like a gentlemanly thing? Yes, exactly. Experience Becoming Primary Teachers You know I was a young guy wanting to teach kindergarten, a single guy with no kids, many times she said snide comments like: What would I know about children? What’s this guy know? Who is he to tell me about what's appropriate for this age group, he doesn't know a thing about kids? Who is he? Where is he coming from? A lot of the negativity, that attitude that she had really did impact me. It can be uncomfortable when you’re that
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