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Luginbill Dissertation.pdf (638.69 KB)

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Negotiating Identity and Constructing Masculinities: A Narrative Case Study of Men in Early Childhood Education

Luginbill, Matthew C
http://orcid.org/0000-0002-5563-2588
http://rave.ohiolink.edu/etdc/view?acc_num=csu1468354184

Abstract Details

2016, Doctor of Philosophy in Urban Education, Cleveland State University, College of Education and Human Services.
Men teachers are not present in early childhood classrooms for many reasons, despite recruitment efforts. Many men who do choose to follow this feminized career path find themselves positioned as tokens and often quickly leave for administration. Informed by a three-dimensional narrative inquiry approach this research utilized identity and masculinities paradigms to investigate the experiences of veteran men teaching young children. A series of four interviews was used to explore and describe the individual professional life history of participants. The narratives of Frank, Jerry, and George provide a deeper understanding of how men negotiate identity and construct masculinities over time in early childhood education. Findings suggest a critical mass of men teachers can lead to their acceptance in early childhood education while augmenting the male privilege they receive. Themes emerging from the study offer paths for improving the recruitment and retention of men in early childhood education and continuing the discussion of gender and power in the workplace.
Dinah Volk, Ph.D. (Committee Chair)
Anne Galletta, Ph.D. (Committee Member)
Brian Harper, Ph.D. (Committee Member)
Karl Wheatley, Ph.D. (Committee Member)
Megan Hatch, Ph.D. (Committee Member)
253 p.
Early Childhood Education; Gender; Sociology
Men Teachers; Male Teachers; Early Childhood; Elementary Education; Critical Mass; Token Males; Token Men; Primary Education; Masculinities; Gender; Identity

Recommended Citations

Citations

  • Luginbill, M. C. (2016). Negotiating Identity and Constructing Masculinities: A Narrative Case Study of Men in Early Childhood Education [Doctoral dissertation, Cleveland State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=csu1468354184

    APA Style (7th edition)

  • Luginbill, Matthew. Negotiating Identity and Constructing Masculinities: A Narrative Case Study of Men in Early Childhood Education . 2016. Cleveland State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=csu1468354184.

    MLA Style (8th edition)

  • Luginbill, Matthew. "Negotiating Identity and Constructing Masculinities: A Narrative Case Study of Men in Early Childhood Education ." Doctoral dissertation, Cleveland State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1468354184

    Chicago Manual of Style (17th edition)

csu1468354184
984
© 2016, all rights reserved.
This open access ETD is published by Cleveland State University and OhioLINK.
Release 3.2.12