ABSTRACT

This paper contributes to debates about gender and diversity in teaching. Exploring the underrepresentation of males, socially constructed as a privileged group, is a complex task for researchers working within a social justice framework. Drawing on a national dataset (N = 5,627), we explore entry patterns to primary and post-primary Initial Teacher Education (ITE) programmes, socio-demographic backgrounds and career motivations of male and female ITE applicants and entrants in Ireland. Findings point to possible reasons for the underrepresentation of males in primary teaching, including competitive performance-based selection systems, Irish language competency requirements and a predominantly denominational school system. An intersectional analysis demonstrates the diversity which exists among male ITE applicants. New insights into the complexities of male positionalities in teaching can enhance dialectic debates about reasons for and implications of the underrepresentation of male teachers as well as the transformative potential of diverse and ‘caring’ masculinities for schools and society.

摘要

本文有助于讨论教学中的性别和多样性。对于在社会正义框架内工作的研究人员来说，探索在社会上被构建为特权群体的男性代表性不足是一项复杂的任务。利用国家数据集（N = 5,627），我们探索了爱尔兰男女 ITE 申请人和进入者的小学和小学后初始教师教育 (ITE) 计划的入学模式、社会人口背景和职业动机。调查结果指出了男性在小学教学中代表性不足的可能原因，包括基于竞争性绩效的选拔系统、爱尔兰语能力要求和以教派为主的学校系统。一项交叉分析表明，男性 ITE 申请者存在多样性。