Perceptions of Gender Diversity Among Swedish Preschool Teachers - Understanding the Stagnant Inclusion of Men in a Female Dominated Occupation

Thesis Purpose The purpose of this research is to increase the understanding of occupational gender segregation by exploring how preschool teachers and principals perceive gender diversity, what they consider to be the primary issues that hinder men from entering this profession, and what they think a larger inclusion of men in the profession could lead to. Theoretical Perspective We based our research on diversity, the theory of marginalization and occupational sex segregations to gain background knowledge and understanding of general perceptions on people in gender atypical professions, and utilized it as our starting point. Methodology Using a qualitative research approach, we conducted 11 semi-structured interviews and interpreted the empirical materials to acquire a broad perspective of perceptions on how teachers and principals view gender diversity in Swedish preschools. Research Questions (1) How do teachers and principals perceive gender diversity in their occupation? (2) What are the primary issues that hinder gender diversity in preschools according to teachers and principals? (3) How do teachers and principals perceive the inclusion of male teachers would affect this profession? Findings We found that preschool teachers and principals perceive gender diversity as generally positive. However, it is also difficult to achieve in practice due to several issues that discourage men from entering this profession: (1) materialistic motivation concerns; (2) suspicion of molestation and cultural unacceptance; (3) absence of male to male connection. In terms of the inclusion of men, there are positive attitudes towards what they could bring to this profession in general. For instance, male role models and complementary traits which can help to enhance the work efficiency. Conclusions Both men and women in the profession make clear distinctions between what each gender represent. Women are considered naturally better at the profession, which inspired us to introduce female primacy as a new concept. Men are expected to fill a stereotypical role connected to their gender, whether or not this is congruent with their personalities. While gender diversity is desired, men are rarely evaluated on equal grounds as women. Instead they experience heightened visibility, obscuring their actual performances. This makes men detach from, rather than emphasize, their masculinity. Both men and women perceive that male teachers in general have a need for other male colleagues, which inspired us to introduce the concept of male homosocial desire