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Are Men Lacking Caring Qualities in Preschool Education? Perceptions About Male Preschool Teachers Versus Their Experiences as Preschool Teachers in Cambodia.

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Bibliographic Details
Title: Are Men Lacking Caring Qualities in Preschool Education? Perceptions About Male Preschool Teachers Versus Their Experiences as Preschool Teachers in Cambodia.
Authors: My, Sambath (AUTHOR)
Source: Journal of Men's Studies. Jun2026, Vol. 34 Issue 2, p266-284. 19p.
Subjects: Gender stereotypes, Preschool teachers, Cambodians, Gender differences in education, Child care, Nurturing behavior, Gender studies
Geographic Terms: Cambodia
Abstract: This research examines preschool actors' perceptions of, and their influence on, men's engagement in preschool education, as well as male preschool teachers' experiences in the field. It employs sociological approaches to masculinity studies to analyze in-depth interview data from 20 preschool actors and two male preschool teachers, conducted from February to May 2018 in Cambodia. This research found that the preschool actors enacted Khmer cultural discourses on childcare in the gender regime of preschool education at two levels: symbolic enactment created a gendered identity of men as being without sufficient caring qualities such as patience, tenderness and gentleness; while material enactment occurred through their appointment of women as preschool teachers despite their wish to employ male preschool teachers because of their masculine qualities and skills. Such enactments constrain men's engagement in the field; however, their narratives of caring practices in both preschool and domestic spaces reveal transformative potential. This research contributes by investigating preschool actors' perceptions of men's engagement in preschool education and by analysing men's caring practices in both preschool and domestic settings. [ABSTRACT FROM AUTHOR]
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Database: Psychology and Behavioral Sciences Collection
Description
Abstract:This research examines preschool actors' perceptions of, and their influence on, men's engagement in preschool education, as well as male preschool teachers' experiences in the field. It employs sociological approaches to masculinity studies to analyze in-depth interview data from 20 preschool actors and two male preschool teachers, conducted from February to May 2018 in Cambodia. This research found that the preschool actors enacted Khmer cultural discourses on childcare in the gender regime of preschool education at two levels: symbolic enactment created a gendered identity of men as being without sufficient caring qualities such as patience, tenderness and gentleness; while material enactment occurred through their appointment of women as preschool teachers despite their wish to employ male preschool teachers because of their masculine qualities and skills. Such enactments constrain men's engagement in the field; however, their narratives of caring practices in both preschool and domestic spaces reveal transformative potential. This research contributes by investigating preschool actors' perceptions of men's engagement in preschool education and by analysing men's caring practices in both preschool and domestic settings. [ABSTRACT FROM AUTHOR]
ISSN:10608265
DOI:10.1177/10608265251364381