Smyrna, Del. – On a typical afternoon at Smyrna High School, seven male seniors gather in a nearly empty classroom, accompanied solely by their teacher, Genny Willis.
Instead of chatting about weekend plans or the latest sports scores, these aspiring educators delve into a rich discussion about their internships in local K-12 schools, sharing personal experiences and the hurdles they have encountered along the way.
Genny, who leads the school’s Teacher Academy, encourages her students to talk about a “fun struggle” they’ve faced in their teaching journey.
Me’Kenzie Square-Ward recalls a memorable experience in a fourth-grade classroom, where he worked with a student who had learning challenges.
This taught him the value of patience and the need to shift his perspective to better connect with the student, ultimately finding success through perseverance.
Another intern, Warren Coates, shares a lighthearted story from a first-grade class.
When a student became upset, Warren decided to perform a backflip, which surprisingly and humorously eased the child’s distress, prompting smiles all around.
Initially, teaching wasn’t on Warren’s radar.
However, with encouragement from passionate educators like Genny, he now aims to teach high school social studies and coach wrestling.
Genny emphasizes the importance of recognizing and nurturing the potential in students, ensuring they feel supported and validated.
The Gender Gap in Education
The fact that male teachers make up less than 25% of the teaching workforce highlights the significance of these seven young men pursuing education, particularly as five of them are students of color.
This development is noteworthy given that the Teacher Academy usually sees only about four male interns at a time.
Despite the promising outlook at Smyrna High, the national landscape presents a stark contrast.
From 1987 to 2022, the percentage of male educators in K-12 settings dropped from 30% to 23%.
While male teachers account for 36% of secondary school educators, this figure plummets to just 11% for elementary schools and is a mere 3% in preschool and kindergarten settings.
Alarmingly, Black male teachers represent only 1.3% of the public school workforce.
This deficiency contributes to a cycle where boys struggle to envision themselves in teaching roles.
Many require positive influences from male figures, especially in the absence of educators who reflect their own identities.
Compounding the issue is the societal stereotype of teaching as a “female profession.” This perception not only discourages men from entering elementary and middle school education but also influences other caring professions.
Furthermore, low salary perceptions in teaching careers further deter boys from considering this path.
A global study of adolescent boys revealed that those in countries with higher remuneration were more inclined to pursue teaching as a career.
While the links between salary and perception are complex, they likely influence one another.
The Fallout from Male Educator Shortages
The dwindling number of male teachers may adversely impact male students’ academic performance and engagement levels.
Although isolating this correlation is challenging, evidence suggests that increasing male representation could enhance boys’ attitudes toward education.
Richard V. Reeves from the Brookings Institute argues that attracting more male teachers is crucial, as they often relate better to the specific challenges boys face, particularly regarding attention in the classroom.
Furthermore, male educators can serve as positive role models for boys who may lack such figures at home, given that over 20% of children live in households without adult male figures.
Research strongly supports the notion that students thrive when they can relate to their teachers in terms of identity, including gender and race.
This need is particularly pressing for Black male students, who often find themselves without adequate representation among educators.
A significant study involving 100,000 Black students in North Carolina uncovered that having just one Black teacher in elementary school substantially lowered dropout rates, particularly among Black boys from low-income families.
The absence of male role models can create negative school experiences, particularly for many Black boys who face disproportionate disciplinary actions.
Both Black and Latino boys encounter challenges in schools, often feeling they are treated unfairly.
This bias can dissuade them from aspiring to become educators, even as they wish to enhance the educational environment for their peers.
Experts suggest that gender bias among educators contributes to the heightened disciplinary actions boys often encounter.
Studies show that when classrooms are led by female educators, boys’ disruptions tend to be more heavily scrutinized and penalized, while similar behaviors in girls often go unnoticed.
The Satisfaction of Male Educators
Recent surveys reveal that many teachers consistently perceive boys as less focused and more restless than their female classmates.
This belief has persisted across generations of educators.
Even while facing the challenges of being a minority in the profession, male teachers typically express high job satisfaction and fulfillment.
David Buskirk, a kindergarten teacher in Western Maryland, is an example of this sentiment.
He finds joy in teaching and recognizes his unique role as the only male kindergarten educator in his county.
Buskirk considers his position not just as an instructor, but as an essential male figure in the lives of his students, many of whom lack positive male role models at home.
Both boys and girls in his class demonstrate remarkable reading skills, effectively narrowing the gender gap often observed in literacy.
His principal, Shannon Ralston, emphasizes the critical nature of Buskirk’s role, showcasing how male educators can positively contribute in nurturing roles and serve as mentors, particularly for boys.
As the discussion draws to a close in Smyrna High School, the interns reflect on their educational journeys.
Warren shares how his experiences in wrestling and strong connections with teachers helped reveal his potential as an educator.
He expresses a desire to inspire others, just as his educators inspired him.
Creating an environment that encourages more boys to consider teaching is essential in addressing the gender imbalance in education and enriching the experiences of future generations.
Source: Edweek