out that the debate, while not new, is highly charged and historically has lead to some inappropriate comments and proposed “solutions.”
Coulter and Greig provided numerous examples of policymakers throughout Canadian history downplaying the work of teachers, particularly woman teachers, as they waded into the debate about male teachers. There has always been a perception that teaching is less than ‘manly,’ in the macho deﬁnition of the word. Apart from a slight ﬂuctuation during the Depression, women dominated teaching because they could be paid less, and men often stayed in the profession only to become administrators.
During the Depression, when men lost their higher-status jobs many became teachers and female teachers were let go: the rationale was that women had fathers and brothers to support them, whereas men needed to support their wives and children. As far back as 1943, an article in the EducationalCourier indicated that women appreciated all young and single professional men except teachers.
University of Alberta researcher Dr. Janice Wallace questioned the assumptions that society has about male educators. Her research revealed that men who are contemplating a career in education are often torn: our society has traditional ideals of masculinity; unchallenged homophobia makes people look askance at men who work with young children; working with young children is thought to be women’s work. It is no wonder then that fewer than 25 per cent of elementary teachers are male and many men teach the higher grades. Interestingly, Wallace also pointed out that a disproportionate number of male candidates at the faculties of education are “second-career” men who are changing professions later in life.
Male elementary teachers often compensate for society’s conﬂicting expectations by assuming a super-masculine personality, or by simply leaving the profession to ﬁnd jobs in more traditional ﬁelds, Wallace said. This is a message that other speakers reinforced.
Wallace surveyed beginning teachers and asked why they chose the profession. Their responses showed that parents and high school teachers were largely positive inﬂuences, while friends and the media had a negative impact. The male respondents indicated that increased pay, a re-evaluation of the teacher stereotype, and a work environment that was more reﬂective of male characteristics – more action oriented, less emphasis on discussion and consensus building – might encourage more men to see teaching as a viable career choice.
Dr. Gary Jones of the Calgary Board of Education reiterated this idea when he spoke of a need to create a safe space for all teachers. His work with male teachers in Calgary revealed that many didn’t feel they ﬁt in: their female colleagues had unique bonds and the men didn’t feel as if