Table of Contents

1. Introduction 2. Theoretical perspectives on men’s choices to remain and to leave 3. A diversity of cultural and institutional contexts 4. Researching men’s career trajectories in ECEC: A ross-cultural inter-researcher approach 5. Professionalization and Gender Balance 6. Workplace environment: Leadership and governance 7. Experiences of workplace relationships as factors precipitating or preventing dropout of male educators in ECEC 8. Societal factors impacting male turnover in ECEC 9. Intrinsic motivations as a factor in men’s career decisions in ECEC 10. Agency as a determinant of men’s decisions to leave or stay 11. Masculinity, sexuality and resistance 12. Why men stay 13. Critical moments in men’s career trajectories 14. More men in ECEC: Towards a gender-sensitive workforce – summary and conclusions

About the Author

David L. Brody is Associate Professor of Education, Efrata College of Education in Jerusalem, Israel.

Kari Emilsen is Professor in Social Science at Queen Maud University College of Early Childhood Education, Norway.

Tim Rohrmann is Professor and Coordinator for Early Childhood Education at the University of Applied Sciences and Arts, Hildesheim, Germany.

Jo Warin is Professor in Gender and Social Relationships in Education at Lancaster University, United Kingdom.