An investigation into the experiences of men working in a female dominated sector, such as primary school teaching.

Abstract

Purpose- This dissertation aims to investigate whether men working within a gendered sector, such as primary school education, face any particular challenges as a result of their gender identity. In contrast to previous studies which focus mainly on the challenges women face within a male dominated occupation this will look at men's challenges within a female dominated workplace. Methodology - Adopting a qualitative approach in the form of structured interviews. Eleven interviews were conducted in which all of the participants were all male primary school teachers. Findings- The research found that men within the primary teaching sector face a number of challenges due to their gender identity. Due to people's perceptions of males and the occupation they have chosen this has caused people to question on their motives for choosing this occupation and to be treated differently within the workplace. Male primary teachers were found to perform feminine traits in order to fit in with their colleagues and also found to emphasise their masculinity by adopting masculine traits due to working in a feminised occupation. Research Limitations/Implications- The information provides for future development within the field of male primary teachers as this area of academic literature is lacking. Perceptions of male primary teachers could be asked from female teachers in order to gain a different perspective. The number of respondent's could have been increased and not just male teachers within Scotland in order to make more of a generalisation based upon the findings. Key Words: Primary school teaching, male primary teachers, hegemony, gendered organisations, gender performance.