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Caught in the crossfire - A qualitative study of male preschool teaching

Kamberi, Greta LU and Karlsson, Rebecka LU (2016) BUSN49 20161
Department of Business Administration
Abstract
Title: Caught in the crossfire – A qualitative study of male preschool teaching

Submission date: 20th of May 2016

Course: BUSN49 Degree Project in Managing People, Knowledge and Change

Authors: Greta Kamberi and Rebecka Karlsson

Supervisor: Jens Rennstam

Purpose: To investigate how male and female preschool teachers and preschool managers make sense of the inclusion of men in diverse preschools.

Research Question: How do preschool practitioners make sense of the inclusion of men?

Methodology: This thesis is based upon a qualitative research using semi-structured interviews, document analysis and observations as data collection methods. It follows an abductive research approach which allowed us to work simultaneously... (More)
Title: Caught in the crossfire – A qualitative study of male preschool teaching

Submission date: 20th of May 2016

Course: BUSN49 Degree Project in Managing People, Knowledge and Change

Authors: Greta Kamberi and Rebecka Karlsson

Supervisor: Jens Rennstam

Purpose: To investigate how male and female preschool teachers and preschool managers make sense of the inclusion of men in diverse preschools.

Research Question: How do preschool practitioners make sense of the inclusion of men?

Methodology: This thesis is based upon a qualitative research using semi-structured interviews, document analysis and observations as data collection methods. It follows an abductive research approach which allowed us to work simultaneously with theory and our empirical material, making interpretations hindsight from each other.

Findings: Social discourses such as men as “pedophiles” and men as “preschool teachers” which are often conflated are argued to shape the inclusion of men at preschools. Our findings shows that preschool practitioners make sense of the inclusion of men as a matter that is highly influenced by parents. In turn, parent’s behavior is based on the effect of cultural norms in terms of gender roles and media representation. Further preschool employees treat the inclusion of men as a managerial problem which calls for a balance between parents concern and equality treatment.

Contributions: Our study support most of the challenges of male preschool teaching argued in literature and further contribute ‘triangular insights’ on the meanings surrounding male preschool teaching. By highlighting the significance of these insights we provide additional ways for managers to think about, when dealing with this issue.

Keywords: Gender diversity management, inclusion, exclusion, male preschool teaching, social discourses, media, cultural norms (Less)
Please use this url to cite or link to this publication:
author
Kamberi, Greta LU and Karlsson, Rebecka LU
supervisor
organization
course
BUSN49 20161
year
type
H1 - Master's Degree (One Year)
subject
keywords
Gender diversity management, inclusion, exclusion, male preschool teaching, social discourses, media, cultural norms
language
English
id
8882962
date added to LUP
2016-06-27 15:04:40
date last changed
2016-06-27 15:04:40
@misc{8882962,
  abstract     = {Title: Caught in the crossfire – A qualitative study of male preschool teaching

Submission date: 20th of May 2016

Course: BUSN49 Degree Project in Managing People, Knowledge and Change

Authors: Greta Kamberi and Rebecka Karlsson

Supervisor: Jens Rennstam

Purpose: To investigate how male and female preschool teachers and preschool managers make sense of the inclusion of men in diverse preschools.

Research Question: How do preschool practitioners make sense of the inclusion of men?

Methodology: This thesis is based upon a qualitative research using semi-structured interviews, document analysis and observations as data collection methods. It follows an abductive research approach which allowed us to work simultaneously with theory and our empirical material, making interpretations hindsight from each other.

Findings: Social discourses such as men as “pedophiles” and men as “preschool teachers” which are often conflated are argued to shape the inclusion of men at preschools. Our findings shows that preschool practitioners make sense of the inclusion of men as a matter that is highly influenced by parents. In turn, parent’s behavior is based on the effect of cultural norms in terms of gender roles and media representation. Further preschool employees treat the inclusion of men as a managerial problem which calls for a balance between parents concern and equality treatment.

Contributions: Our study support most of the challenges of male preschool teaching argued in literature and further contribute ‘triangular insights’ on the meanings surrounding male preschool teaching. By highlighting the significance of these insights we provide additional ways for managers to think about, when dealing with this issue. 

Keywords: Gender diversity management, inclusion, exclusion, male preschool teaching, social discourses, media, cultural norms},
  author       = {Kamberi, Greta and Karlsson, Rebecka},
  keyword      = {Gender diversity management,inclusion,exclusion,male preschool teaching,social discourses,media,cultural norms},
  language     = {eng},
  note         = {Student Paper},
  title        = {Caught in the crossfire - A qualitative study of male preschool teaching},
  year         = {2016},
}