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dc.contributor.author River, Dawn en
dc.date.accessioned 2017-04-18T16:11:39Z en
dc.date.available 2017-04-18T16:11:39Z en
dc.date.issued 2016-09-03 en
dc.identifier.uri http://hdl.handle.net/10211.3/189946 en
dc.description.abstract For the last 10 years, the California Department of Education has reported that female teachers in California outnumbered male teachers two to one. The imbalance in teacher gender is a problem that affects elementary-age students and teaching staffs because the educated and caring male teachers who could be role models are largely absent from elementary schools. Male educators have a shared identity as teachers, but are often treated differently when they choose to work at the elementary grades. Because of this isolation, male teachers may not feel they are part of the social identity of being an elementary teacher to the same extent that female teachers do. This case study considered the question What are the professional socialization experiences of male elementary teachers? Male elementary teachers from a mid-size urban district were interviewed to gain insight into their experiences as a male teacher and the gender biases they have may encountered in their careers. The four themes that emerged from the interviews were the influences on the men’s choice to become an elementary teacher, their social identity as a teacher, how their gender has had an effect on their career, and the belief that they are role models for their students. The study revealed the social identity and socialization the participants experienced as male teachers at the elementary level and gave insight into the gender gap for males in the profession. Some participants felt they were viewed and treated differently from their female counterparts, which resulted in a different social identity for these men. All of the men felt they could make a difference in the lives of young students. Analyzing the experiences of male elementary teachers gives educators and school districts valuable information for recruiting males into the profession and supporting males in choosing to work in elementary education. en
dc.format.extent xi ; 88 p. en
dc.subject Educational leadership en
dc.subject.lcsh Male teachers -- United States en
dc.subject.lcsh Education, Primary -- United States en
dc.title Social Identity and Gender Inequities for Male Elementary Teachers en
dc.type Dissertation en
dc.date.updated 2017-04-18T16:11:40Z en
dc.language.rfc3066 en en
dc.contributor.primaryAdvisor Porfilio, Dr. Brad J. en
thesis.degree.name Doctorate in Education en
dc.contributor.committeemember Plough, Dr. Bobbie en
dc.contributor.committeemember Carbonaro, Dr. Sheri en

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