Resource Library

Factors Impacting Male Teachers’ Engagement in the Early Childhood Field

Start Date January 2016 End Date February 2019
Keywords men recruitment retention mixed methods

Description

This place-based study uses mixed methods to identify and examine both intrinsic and extrinsic factors that positively impact recruitment, retention and professional development of male educators in the ECE workforce.

Design

Participants:

  • More than 60 male early childhood educators in New York City

Sampling Strategy:

  • The project will gather comparison data from elementary and secondary schools within the same CDs.       
  • 20 different ECE sites within the NYC UPK system; participants are recruited from NYC-DOE schools and UPK/ECE sites in designated community districts

Data Collection

  • The first phase of data collection focuses on gathering descriptive statistics through surveys. This helps to explore the initial differences between male NYC UPK/ECE educators and other participant sets.  The initial findings will inform the next and longer data collection phase when more in-depth interviews, focus groups, and place-based observations will be used.
  • The researchers use research methods that attend respectfully to the ethnic, linguistic, and cultural diversity of the research participants (i.e., African American, Asian, Caucasian, Latino, and others).

Researchers

Jean Yves Plaisir, Ed.D., Associate Professor, Teacher Education

Kirsten Cole, Ph.D., Associate Professor, Teacher Education

Mindi Reich-Shapiro, Ph.D., Assistant Professor, Teacher Education

Contributing Institutions

Borough of Manhattan Community College

Resources

Authored October 2019
Authors

Dr. Jean-Yves Plaisir, Dr. Kirsten Cole, & Dr. Mindi Reich-Shapiro

Institutions Borough of Manhattan Community College
Type Working Paper

This report shares findings from a two-year, place-based study that sought to examine some of the intrinsic and extrinsic factors that influence men’s decisions to pursue careers in the early childhood education (ECE) workforce. To carry out the study, we recruited a broad array of male educators, including licensed teachers, less-credentialed paraprofessionals and assistant teachers, family advocates as well as male and female program leaders who supervise the male educators

Authored December 2019
Authors

Jean Y. Plaisir, Kirsten Cole, & Mindi Reich-Shapiro

Institutions Borough of Manhattan Community College
Type Presentation

This presentation was given at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The presentation previews key findings from the study Examining Intrinsic and Extrinsic Factors That Impact Men’s Decisions to Teach Young Children.  

Authored December 2019
Authors

Jean Y. Plaisir, Kirsten Cole, & Mindi Reich-Shapiro

 

Institutions Borough of Manhattan Community College
Type Presentation

This handout was given at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The handout previews key findings from the study of Examining Intrinsic and Extrinsic Factors That Impact Men’s Decisions to Teach Young Children. 

Authored December 2019
Authors

Jean Y. Plaisir, Kirsten Cole, & Mindi Reich-Shapiro

Institutions Borough of Manhattan Community College
Type Presentation

This poster was shared at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The poster previews key findings from the study of Examining Intrinsic and Extrinsic Factors That Impact Men’s Decisions to Teach Young Children.