Caught in the crossfire - A qualitative study of male preschool teaching
(2016) BUSN49 20161Department 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:
http://lup.lub.lu.se/student-papers/record/8882962
- author
- Kamberi, Greta LU and Karlsson, Rebecka LU
- supervisor
- organization
- course
- BUSN49 20161
- year
- 2016
- 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}},
language = {{eng}},
note = {{Student Paper}},
title = {{Caught in the crossfire - A qualitative study of male preschool teaching}},
year = {{2016}},
}