~Frobel in the 21th Century~ The Experiences of Taiwanese Male Preschool Educators Coping Gender Stereotyping in Work

• Main Authors: LIEN,CHIH-HENG, 連智珩
• Other Authors: GUO,YEH-CHEN
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/mmn6de

碩士 === 國立臺北教育大學 === 幼兒與家庭教育學系碩士在職專班 === 104 === Taiwanese male preschool educators are the minority in preschools. The purpose of this study is to investigate the experiences of Taiwanese male preschool educators coping gender stereotyping in work and to understand how their gender-role mystique affecting work experiences. In this study, the author uses a phenomenological method to examine the experiences of eight Taiwanese male preschool educators coping gender stereotyping in work. Results arose from men’s narratives were (1) the male preschool educators are still labeled as gays or pedophilias due to gender stereotyping. (2) some of the male preschool educators have masculine mystiques and the experiences of gender-role conflicts caused by the mystiques include: (a) obsession with achievement and success and (b) restrictive emotionality. (3) male preschool educators have developed many strategies to cope with gender stereotyping. However, when the male preschool educators were disturbed by the gender stereotyping and experiences conflict due to the gender-role mystique, they still benefit from the gender stereotyping because of their male traits and believe they are better than women. The male preschool educators are encouraged to find the strategies to cope with the experiences of being gender stereotyping and contemplate how their gender-role mystiques impact their working experiences. Moreover, the teacher training institution should build up a platform in which male preschool educators can communicate with each other to decrease the feeling of helplessness and loneliness in work. At last but not the least, the male preschool educators should be seen more often to reduce misunderstandings caused by gender stereotyping.