Sociology :/ Summary - They will talk about how studying to be a preschool teacher conflicts with mens version of what it means to be a man. - They have to negotiate masculinities because preschool teaching is seen as womens work (so theyre insecure…?) - Pg 3: Sweden wants gender equality (has been focusing on womens rights) but only 4% of ps are male. - Part of their preschool curriculum is to break down gender roles and show that anyone can do any job. - Aspects of PST are “feminine” (caring, kind, nurturing) - call for male role models of hegemonic masculinities for boys because most PST are women and public scared of absent fathers. - Need to loosen ties between “care” and “women” - “shifting from a traditional masculine occupation to a traditional feminine one, also means breaking the gender order ‘downhill’ with a potential loss of value, status and salary as well as the risk of becoming ‘reduced’ in different ways” (they hate women…?) - “The students also break with ‘old’ ideas of masculinity since the results presented here show a more fluid and flexible way of presenting oneself as male.” - Pg. 4: “shows that the men in her study wanted to make a difference by showing other ways of being male than the stereotypical male image.” - Felt they were not trusted and were suspected for their career choice. - Men and women had the same reasons for becoming teachers. - Male PST wanted to show that there is a different way to be a man “e; they wanted to develop as individuals in their work as preschool teachers and wanted to feel they are needed.” - Men working in preschool is a complex issue because, from a perspective of gender theory, it is burdened with the question of who is most suitable to look after and care for children, both in general and in a professional context, and it is also therefore filled with the question of how ‘real’ men are construed and how this concept is shaped in everyday life. T - Pg. 5: Preschools are extensions of the home: workers need to be naturally caring. - Hegemonic masculinity is an ideal and most people don’t live it. - gender equality produces local kinds of idealized masculinity - masculinity constructs are historically locally and temporally contextual. - They interviewed men studying to be PST and asked them why they chose to be PCT, how they liked the program, and what did they think their futures would be like. - Becoming and being a “breaker”’ which reflects around their process to start negotiating around traditional, hegemonic ideals around masculinity and within that theme how ‘To have experience of working in children’s education’ has been of importance in that process - ‘Coping with sticking out’ which refers to how these men need to constantly negotiate as an everyday practice while being a preschool student and also as a professional teacher. - Within the everyday negotiation we found a theme that was called ‘The ever-present paedophilia dilemma’ which takes into consideration how sexual aspects of masculinities were brought into their professional lives. Breakers tended to be older and come from a different career path.- lack of meaning in their previous careers Pg 8: They chose their old careers because of outside pressure. Male coded careers They did not choose to be pst in highschool For most, women in their lives were supportive but not as many fathers. Brothers were supportive but not male friends. Some of the fathers were indirectly opposed. Some of the criticism is about the lack of money in pst Pg. 9: They all came from very male coded jobs Most of the men had opportunity to have a job or internship in a preschool before they started studying. Pg. 10: they want to work there as educational, professional preschool teachers, not primarily as male preschool teachers. One said he likes sticking out, being noticed None felt like they had to study harder because they stuck out, opposite for women They thought they would be able to get jobs easier They wanted to be good male role models They said that they felt suspected by the parents of pedophila but not analysis Pg. 11: They dealt with suspicions by ignoring, gaining parents trust, not being alone with students, and not consoling students as much as they want to. Not many received clear support from their manager.
