Experiences of workplace relationships as factors precipitating or preventing dropout of male educators in ECEC

This chapter extends from the literature on gender-segregated occupations that suggest workplace relationships are critical in retention of gender minorities. Analyses of data from the male educators across 12 countries explore how relationships in the ECEC workplace relate to men’s feelings of inclusion and their decisions to dropout. The data show that supportive relationships with female educators and the presence and support of other men sustain male educator’s wellbeing and ongoing participation in the ECEC workforce. In contrast, negative attitudes, experiences of gendered exclusion, and aspersions of deviant sexuality precipitate dropout. Case studies of two male educators, one who has persisted and one who dropped out, exemplify these findings. A clear picture is presented from the accounts of male educators across the difference cultures. Workplace relationships can be a make or break situation. They serve to include or exclude and affect the day-to-day experiences and sense of wellbeing and belonging of the male educators in ECEC.