Men in Ghana s early childhood education program

Education Research Journal Vol. 6(2): 42-48, February 2016 Available online at http://resjournals.com/journals/educational-research-journal.html ISSN: 2026-6332 2016 International Research Journals Full Length Research Paper Men in Ghana s early childhood education program Ahmed Abdulai Faculty of Educational Studies, Department of Early Childhood Education Email: ahmedjinapor@yahoo.com Abstract This is a descriptive research of the survey type where responses of 94 early childhood educators consisting of 92 females and 2 males were elicited on the question of possible factors that might militate against male enrolment in early childhood education within the Madina-Abokobi municipality in the Greater Accra Region of Ghana. Purposive population sampling approach was used in the selection of participants for the study. Based on the literature reviewed under the subject, five factors were identified as possible causes that hinder male enrolment in early childhood education. These being; early childhood education being women s work, low salary as a disincentive to male enrolment in early childhood education, tradition and culture, societal stereotype, and early childhood education being a non-teaching profession. Results based on responses by participants indicate perception of early childhood education being women occupation ranking high among the different identified possible causes. Again, low salary of the early childhood profession as a factor of low enrolment of men in early childhood education was not an identified reason for non-enrolment of men in early childhood education as revealed in the findings of the study. Among the many recommendations espoused in the study are the need for programs and policies geared towards deliberate male recruitment and training in early childhood education, as well as education on the part of the public regarding the benefits associated with men engagement in early childhood education. Keywords: Early Childhood Education, Men Enrolment, Tradition and Culture, Low Salary Introduction Historically, early childhood education as a profession is one dominated by women (Cameron, 2006; Rolf, 2006). In some quarters, it is described as women s work (Cameron, 2001). In Ghana just as most African countries, traditional child upbringing is deemed the responsibility of women (Gyekye, 1996). This notwithstanding, in Ghana as early childhood education exists and practiced in its current form, there is no policy against men s participation in early childhood educational practices, yet the profession is overly gendered- skewed towards females. Data on the gender representation of educators in the early childhood profession shows an overly feminized occupation. For example, in a report on a study conducted by the Educational International (2010) ECE Task Force on early childhood education in some selected countries with Ghana included, the findings reveal that of the number of educators in the early childhood sector in Ghana as of the year 2006; 82% were female, whiles 18% were male. This figure unfortunately keeps dwindling as evidenced in a 2009 study by Mulugeta (2012), where it was reported that of the year-end 2009, the number of female early childhood educators in Ghana stood at 84.2% and male represented 15.2%. This disparity was reported to be more revealing in the private sector as data in a study by the International Labor Office (2012) on Ghana s Early Childhood Education, points to 93% of Early Childhood Educators in the private sector as of the year 2010 being female. Interestingly, when it comes to other sectors of the educational trajectory aside early childhood education, the reverse is the case (male dominance). For example, a study by the United Nations Educational Scientific and Cultural Organization (2011) of some selected countries revealed 33% and 22% of the teaching population of Ghana at the primary and secondary levels respectively are female and that the female population keeps dwindling as one moves up the educational ladder. Factors that contribute to the low enrolment of men in the early childhood profession have been of concern to most stakeholders in the early childhood sector; hence, this study intends to address that there is evidence to the 42

effect that even in countries that have advanced in early childhood care, a huge disparity in male female representation exists. For example, according to Peeters (2007, p.2), in primary schools in the Netherlands 85% of the teachers are women; UK it is 86% and in Denmark 76%. Hence, the situation as pertains to Ghana regarding male representation in the early childhood profession comes as no surprise. It is on this note that this study first investigated factors that might militate against male enrolment in early childhood education, and also as part of the investigation determine if the African traditional position as opined by Gyekye; thus childcare being the responsibility of women has a place in the gendered nature of early childhood education. In this regard, it is important to state that by male enrolment in early childhood education, the study attempts to look at the proportion of educators involved in the education of children at the early childhood bracket (0-8years) and must not be mistaken for childcare and upbringing. Thus premised on the disparity of male-female representation in the early childhood sector the study looks at factors that contribute to the current situation. Literature Review Literature on this study was reviewed under the following headings; factors that contribute to low enrolment of men in early childhood education as a profession, factors that can help in promoting male enrolment in early childhood education, and benefits associated with male enrolment in early childhood education. A number of reasons have been attributed to the low enrolment of men in early childhood education among which include; attitudes of colleagues in the sector, low wages, predominance of women, and the lack of the natural qualities of men in child care and upbringing. For example, according to Peeters (2007), child care whether professional or volunteer is seen as women s work because according to the author women naturally do and are intrinsically better at it. Viewed as women s profession, Cameron, Moss, and Owen (1999) argue that in Europe at a point in time, early childhood education was described as Mother care and this according to the authors was a disincentive for male involvement in early childhood education. Wiest, Olive, & Obenchain (2003) reiterate the tag associated with early childhood education being a female profession. The authors are of the opinion that men in early childhood education often are labeled as not real men. Doris & Frank (2006) in their observation, see working in the early childhood sector as a woman s work. Undoubtedly, there is clear indication stemming from the prevailing discussion that there exists this perception of early childhood care being a female occupation. In fact, Achebe (1958) notes in the book Things Fall Apart, that roles and responsibilities in the traditional African set up are clearly defined, and that whiles the man s role is to cater for the needs of the family, the duty of the woman is child birth and care. Low wages associated with early childhood education was also an identified reason emanating from the literature as militating against male enrolment in early childhood education. Farguhar (1995) holds this observation. In addition, mode of recruitment especially through word of mouth was also a factor deemed to hinder male enrolment in early childhood education. For instance, Rolfe (2005) observes that due to the predominance of females in the early childhood sector, recruitment processes such as word of mouth and notice boards turn to disadvantage men because they are not connected to the childcare circles. In addition, others such as Cameron, Moss & Owen (1999), as well as Thurtle & Jennings (1998) are of the opinion that the fear of men being labeled as potential child abusers has been a deterrent to most men taking up positions in early childhood education. Christianson (1994) holds this assertion, where the author argues that employing men in early childhood education will lead to child abuse. As a means of advancing male involvement in early childhood education, studies such as Mills, Martino, & Lingard, 2004; Carrington & Skelton, 2003; and Hutchings, 2002 have all called for recruitment campaigns with men leading the charge. Others such as Peeters (2007) have argued for the nature of activities that takes place at the early childhood level represented as care to be reframed to reflect more social issues, outdoor and sports activities. This according to the author will be more attractive to male educators than what pertains currently. Cameron (2006) and Rolfe (2005) share this observation, where the argument is made for the need for more knowledge-based pedagogical activities at the early childhood level. Again, increase in the professional status of early childhood educators through emphasis on training and qualification has been described to have a direct bearing on pay and social recognition, and this according to Acker (1995) can be a source of motivation for male recruitment. With reference to advantages associated with male enrolment in early childhood education, studies such as one by Martino (2008) have revealed that male involvement in early childhood education will not only advance a gender-diverse workforce when it comes to early childhood educational practices but will also serve as a reference point for male parental involvement in child upbringing. In addition, Wardle (2004) observes that enrolment of men in early childhood education is relevant in helping children develop their socio-emotional status. Stemming from the literature reviewed, the study addressed the following research question: What factors militate against men enrolment in early childhood education within the Madina-Abokobi Municipality of Ghana? Research Methodology The study is a descriptive research of the survey type where perspectives of participants were elicited through responses to self-administered questionnaires by the researcher. Participants consisted of 94 early childhood educators of whom 92 were female and two male drawn 43

from 32 early childhood centers in the Madina-Abokobi municipality. Sampling was done through the purposive sampling approach because the study aimed at eliciting the perspectives of a targeted group; early childhood educators. Participants were selected from public-state run basic schools and private owned early childhood centers. A researcher-developed questionnaire consisting of 17 items served as the basis of data collection. The questionnaire consisted of three sections; A-C. Section A elicited bio-data information of participants by addressing the age, sex, level and number of years of teaching, as well as educational background of participants. Section B centered on factors that based on participants perspectives could influence career choice of men for early childhood education. This section consisted of 11 items. Section C was made up of 2 open-ended questions asking for recommendations and general comments from participants. Letters requesting permission and consent to participate in the study was sent to heads of early childhood centers who met the selection criteria through the district directorate of education. Letters were hand delivered. In all, 120 questionnaires were distributed to early childhood educators with 94 returned. It is important to state that concerning section B, thus interrogating factors that might militate against men enrolment in early childhood education, responses by participants was rated in a Likert scale of 1-4, with 1 being highest and represented as Strongly Agree, and 4 being lowest represented as Strongly Disagree. Items represented in the questionnaire were based on the literature reviewed regarding the subject under discussion. However, for the sake of validity, the questionnaire was reviewed by two Senior Lecturers at the Faculty of Educational studies of the University of Education, Winneba. Data analysis was done using descriptive statistics based on cross tabulation of sex and a number of variables regarding the research question posed. Results and Findings Background information of participants represented as gender, age, educational background, and level of teaching are presented in Table 1. In all, 92 females and two males participated in the study. In addition, majority of participants (53%) fell within the age bracket of 20-30 years. Again, most participants (45.7%) taught at KG, with majority of educators (48.9%) being high school (SSCE) certificate holders. Table 1: Bio-data Statistics of Early Childhood Educators Valid Male 2 2.1 2.1 2.1 Female 92 97.9 97.9 100 94 100 100 Age Valid 20-30 53 56.4 57 57 30-40 23 24.5 24.7 81.7 40-60 17 18.1 18.3 100 93 98.9 100 Missing System 1 1.1 94 100 Level of Teaching: Creche, Nursery or KG Valid No description 3 3.2 3.2 3.2 44

Crèche 13 13.8 13.8 17 Nursery 35 37.2 37.2 54.3 KG 43 45.7 45.7 100 94 100 100 Level of Education: SSSCE, Diploma, Degree or Post Degree Valid No description 4 4.3 4.3 4.3 SSSCE 46 48.9 48.9 53.2 Diploma 33 35.1 35.1 88.3 Degree 8 8.5 8.5 96.8 Post Degree 3 3.2 3.2 100 94 100 100 Addressing the research question posed, participants responded to whether most men are not attracted to early childhood education because it is deemed women s work? Responses by most female educators were in the affirmative. For example, whiles 30 female educators agreed, 30 strongly agreed. This position as shown in Table 2 was not different from the male participants as they both strongly agreed. Still on the research question, the study also picked on the perspectives of participants on whether men are not into early childhood education because it is not a teaching profession. Results as shown in Table 3 indicate a split in responses by participants. Table 2: Early Childhood Education as Women s Work Most Men are not into Early Childhood Education because it is women s work * : Male or Female Cross Tabulation Most Men are not into Early Childhood Education because it is women s work Strongly Disagree 0 11 11 Disagree 0 9 9 Agree 0 38 38 Strongly Agree 2 34 36 2 92 94 Table 3: Early Childhood Education as Non-Teaching Profession Most Men are not into Early Childhood Education because it is not a teaching profession * Cross Tabulation Strongly disagree 0 14 14 Disagree 1 35 36 Most Men are not into Early Childhood Education Agree 1 22 23 because it is not a teaching profession Strongly agree 0 21 21 2 92 94 45

Again as part of the research question, participants were asked if societal stereotype represented as lack of respect from colleague educators was a militating factor against men engagement in early childhood education. Responses by male participants were in the affirmative, thus the two male participants agreed. However, whiles majority of female participants disagreed (Disagree; 28, Strongly Disagree; 23), a substantial number (Agree; 20, Strongly Agree; 20) agreed. These results are provided in Table 4. Table 4: Lack of Respect by Colleagues Most Men are not into Early Childhood Education because they are not respected by colleagues * : Cross Tabulation No response 0 1 1 Strongly disagree 0 23 23 Disagree 0 28 28 Most Men are not into Early Childhood Education Agree 2 20 23 because they are not respected by colleagues Strongly agree 0 20 19 2 92 94 In addition, the African tradition of childcare being the preserve of females was also investigated. The findings reveal that male participants did not share this position. That is, whiles one male participant strongly disagreed, the other just disagreed. In addition, majority of female participants did not also share the position. For example, in Table 5, whiles twenty-one female participants strongly disagreed; thirty-five of them disagreed. Table 5: Traditional Practices Most Men are not into Early Childhood Education because of Traditional Practices * Cross Tabulation Most Men are not into Early Childhood Education because of Traditional Practices No response 0 1 1 Strongly disagree 1 21 22 Disagree 1 35 36 Agree 0 27 27 Strongly agree 0 8 8 2 92 94 Finally, on the research question, the effect of low salary as a reason for lack of men enrolment in early childhood education was also investigated. The findings reflect a split in the responses of male participants as shown in Table 6. However, also in Table 6, there is a strong affirmation by female participants that low salary is a militating factor to male enrolment in early childhood education. In fact, whiles 30 female participants strongly agreed, 38 of them agreed. 46

Table 6: Low Salaries Most men are not attracted to Early Childhood Education because of low salaries * Cross Tabulation Most men are not attracted to Early Childhood Education because of low salaries No response 0 1 1 Strongly disagree 1 9 10 Disagree 0 14 14 Agree 0 38 38 Strongly Agree 1 30 31 2 92 94 Conclusion and Recommendations The study findings were early childhood education being women s work. This is a position held by male and female educators alike, thus affirming what the literature says. However interestingly, majority of participants notwithstanding early childhood education being described as women s work by most participants did not view tradition and culture as revealed in the findings of the study as a militating factor. This result necessitates future studies into the disconnection. Also revealed in the study was low salary being a reason for lack of enrolment of men into early childhood education not upheld by most participants in the study. Thus a deviation from what the literature says, hence the need for future studies to delve into perspectives of early childhood educators on pay and salary and how that affects enrolment in that sector. This is necessary because low salary is a contextual issue subject to the interpretation of the beneficiary. In light of the foregoing conclusions, it has become necessary for the need for adequate policies and programs to be put in place to diffuse the practice of early childhood education being women s work. Indeed, by male enrolment in early childhood education as previously stated in this study, there should not be confusion as to men involvement in childcare and upbringing or parenting. Instead, the emphasis is on men picking early childhood education, care and development as occupation. Though there is much credence to the position that child upbringing and care is one that women by their nature are good at, hence a reaffirmation of female dominance in the early childhood educational sector as provided in the different literature discussed in this study, this notwithstanding, the numerous advantages associated with men involvement in early childhood education also presented in the literature review of this study makes it even more urgent to expedite action on programs and policies in engaging men in this important sector. Thus, studies such as that by Richter (2005) do conclude that men are good for children, and children are good for men. In fact, in March 2004, the United Nations Commission on the Status of Women made a strong call for increased male involvement in the growth and development of their children as a means of achieving gender equality. Thus, male engagement in early childhood education becomes an important conduit in the realization of these among many calls in men engagement in childcare and upbringing. Male engagement in early childhood education undoubtedly can serve as an important platform in the realization of this important objective. Hence, programs and policies in the direction of male enrolment should first start with breaking the stereotype that early childhood education is a women s work (Nelson, 2004) through a conscious effort in male recruitment. In fact, recruitment campaigns both at the early childhood teacher training level and at early childhood centers should purposefully target men. Besides, it is also important for curriculum at the early childhood level though addressing the fundamental domains of early childhood development, be adjusted to reflect activities and programs that are of interest to men and male oriented (Peeters, 2007. The place of men in every successful educational program with early childhood education included is definitely not in doubt. However, the gendered nature of the early childhood profession has been of interest and concern for many stakeholders in the early childhood educational enterprise. An investigation into factors that contribute to such a phenomenon as pursued in this study definitely cannot be a useless venture. Efforts shaped in recommendations to address the challenge of men enrolment into early childhood education as espoused in this study is definitely welcomed. Hence, it is hoped that this study dwelling on the advantages associated with men involvement in early childhood education will contribute to the reawakening of the discussion on promoting and advancing male involvement in early childhood educational practices. References Achebe, Chinua (1958). Things Fall Apart. Essex: Heinemann Ltd. Acker, S. (1995). Gender and Teachers Work. Review of Research in Education. Vol. 21. Cameron, C. (2006). Male Workers and Professionalism. Contemporary Issues in Early Childhood. Vol. 7, No.1. 47

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