Wednesday, 14 December 2011

The lesser spotted male teacher....are gender results afffected?

From the Annual digest of statistics for 2009-10, published by the GTCE...

Percentage of teachers by Gender in UK State Schools















Male teachers get rarer as pupil age decreases, and the numbers fall to 3% in Nursery. As an interesting comparison, 10% of the British Army is female.

DfE statistics for the end of EYFS (1 year after Nursery) show that girls outperformed boys by 18% in 2009-10
DfE stats for English & Maths at the end of KS2 (Primary) in the same year show girls outperforming boys by 5%.
GCSE results for the same year show girls outperforming boys by 7%.

Is it coincidence that the gender performance gap is so massive in Nursery/EYFS, where the chance of having a male teacher is almost negligible? There's plenty of academic research suggesting teacher gender has no impact, but I haven't managed to find any based on the actual performance of children who have been taught by men versus women.

Realising the major gender performance issue in Nursery/EYFS the DfE published the following in 2007 (do a Google search if you think this is a wind-up!)...

Good Practice Guidelines: Supporting boys’ achievements
A few tips…

An interest in wheeled toys:

• set up a garage, vehicle testing centre, pizza delivery, or motor cycle couriers
• make signs and street names, parking tickets and number plates
• number the tricycles
• provide car manuals and sales brochures, books about transport, maps and atlases
• use real spanners and screw drivers to dismantle an old bike or other mechanisms
• investigate gears, including those in clocks and hand whisks
• introduce maps and mapping
 

An interest in building:
• provide clipboards, pens and rulers
• use hard hats and overalls
• obtain architects plans and diagrams
• display photos, posters and books about buildings, structures and tunnels
• look for shapes and patterns in buildings and other structures
• use some real bricks and cement
• set up a shop selling builders materials
• read stories such as ‘The three little pigs’ and explore building with different materials
 

An interest in Spiderman:
• have a collection of super hero toys
• have comics and annuals in the book corner
• look at real spider webs and provide further information, such as non-fiction books
• provide a range of mark-making and craft resources so that children can create representations of Spiderman and webs if they wish.



Let's suppose for a minute that all but 48 of the UK Nursery teachers are male and that boys outperform girls by 20%. How do you think women would respond to the following government 'tips' for Nursery teachers?...

An interest in fashion:
• set up a hair salon or nail bar
• provide hair curlers and hair brushes etc
• display posters of different hair style
• use some real hair and nail
s

An interest in Wonderwoman:
• have a collection of Wonderwoman toys
• have Wonderwoman comics and annuals in the book corner
• look at real women and provide further information.
• provide pencils and materials so they can draw or make their own Wonderwoman

Perhaps a little patronising and sterotypical!!? ....(mental note to self: must look out for a Wonderwoman outfit for the roleplay area!)

Personally I think we need something much closer to a 50/50 split of male/female teachers across all education age groups in order to better reflect society in general.  However, having just enjoyed my school's Xmas night out (60 women and 5 men), I'm prepared to wait for things to change!

The Edgazette

4 comments:

  1. I love how you turned those tips around. I make the same argument, that anything short of near equity in gender numbers so that wider society is reflected in the staffing is a cop out, but we also need to be realistic. Norway has increased male educator percentages to 10% in their outdoor preschools & there seems to be many more men in the nature/forest schools compared to traditional services so getting outdoors & connecting with nature could be a starting point. it would also benefit the chilren greatly. There's some of my thoughts anyway.

    Keep up the good work Shrek!

    Greggles :)

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  2. Thanks Greggles. Is nice to find someone in a similar situation as me...I am following your blog with interest!

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  3. Male primary teachers are desperately needed in primary schools. The job however, can be perceived as one not suitable for men. This perception is outdated and inaccurate and puts a lot of potentially great Male Primary Teachers off from joining the profession.

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  4. as stated on the website, www.thelessergender.com, feminism is a gender-identity issue. it is a gender-identity issue to advocate for the little gender with the words "a woman can do anything a man can do". this is because anyone's gender is a matter of reality, and anyone's identity is merely a matter of self-understanding (or of self-misunderstanding). gender-identity is a matter of the understanding (or misunderstanding) of one's own gender. "a woman can do anything a man can do" is a gender-identity issue because it is based on (mis)understandings of the female gender. it is for this reason that i understand feminism as a gender-identity issue. a woman simply cannot do anything a man can do, this point is justified by every gender-based physical competition (olympics, military requirements, hot dog eating competitions, weightlifting competitions, etc)...as well as the gender-based competitions that have slipped my mind.

    why does the wannabee wear high-heeled shoes and shoulderpads?

    woman = womb+man

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