Theoretical perspectives, and a large body of empirical research examining sex-segregated occupations, identify the attitudinal barriers of the majority as pivotal for both workplace well-being and the retention of minorities. Globally, where more than 90% of the early childhood education and care workforce is female, understanding the attitudes of the majority is critical in informing actions to sustain men’s participation. So too are female educators’ understanding, acceptance and responses to the attitudes of other key stakeholders. The extent to which decisions in the workplace reflect personal, organisational or parent perspectives is not well understood. In this study, the authors analyse interview data from the female majority to distinguish personal voice and attributed beliefs regarding the inclusion of men in the early childhood education and care workplace. They analyse interview data from 96 women working as educators in a representative sample of long-day-care and kindergarten services in Queensland, Australia. The analyses suggest that the view of male educators as assets was claimed, while concerns about risk or competency were typically attributed to others. Attributed views were not often contested, but instead accepted or excused. The findings suggest that while the inclusion of men in the early childhood education and care workforce is explicitly accepted by female colleagues, actions within the workforce may be influenced by the attitudes of those outside or by latent personal attitudes distanced by positioning as the voice of others.

中文翻译：

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信念和归因：男性在幼儿教育和保育中的地位的内幕报道

理论观点和大量检验性别隔离职业的实证研究表明，大多数人的态度障碍对工作场所的幸福感和少数族裔的保留至关重要。在全球范围内，超过 90% 的幼儿教育和护理人员是女性，了解大多数人的态度对于为维持男性参与的行动提供信息至关重要。女性教育工作者对其他主要利益相关者态度的理解、接受和反应也是如此。工作场所的决定在多大程度上反映了个人、组织或父母的观点，目前尚不清楚。在这项研究中，作者分析了女性占多数的访谈数据，以区分关于将男性纳入幼儿教育和保育工作场所的个人声音和归属信念。他们分析了澳大利亚昆士兰州长期日托和幼儿园服务的代表性样本中 96 名教育工作者的访谈数据。分析表明，将男性教育者视为资产的观点是有主张的，而对风险或能力的担忧通常被归咎于其他人。归因观点通常不会受到质疑，而是被接受或原谅。调查结果表明，虽然女性同事明确接受了将男性纳入幼儿教育和护理队伍的做法，