Collegiality vs role models:gendered discourses and the ‘glass escalator’ in English primary schools

Cousins, Thomas Anthony (2020) Collegiality vs role models:gendered discourses and the ‘glass escalator’ in English primary schools. Early Years, 40 (1). pp. 37-51. ISSN 0957-5146

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Abstract

Attempting to encourage and retain male primary school teachers can lead to the ‘glass escalator’ phenomenon, the fast-tracked advancement that men receive in gender-atypical work. Currently, in primary schools, males are disproportionately represented in management positions making up 35% of senior staff, while conversely only making up 15% of the general teaching staff. This paper presents one main theme from current doctoral research exploring how the ‘glass escalator’ operates in English primary schools, presenting findings on gendered discourses on the role of ‘promotion’ for teachers. The identification of two conflicting views demonstrates a disparity between internal teaching pedagogies and external societal opinions upholding the ‘glass escalator’ phenomenon. Abbreviations: OFSTED: Office for Standards in Education; CAQDAS: Computer Assisted Qualitative Data Analysis.

Item Type:
Journal Article
Journal or Publication Title:
Early Years
Uncontrolled Keywords:
/dk/atira/pure/subjectarea/asjc/3300/3304
Subjects:
ID Code:
134880
Deposited By:
Deposited On:
28 Jan 2020 16:45
Refereed?:
Yes
Published?:
Published
Last Modified:
27 Mar 2020 04:18