Addressing the Gender Gap in Primary Education in Scotland: Where Are We and Where Should We Be Going?

According to the Organisation for Economic Co-operation and Development (OECD 2017) female representation and the gender gap in primary education is increasing. Stereotypes of males in the profession, in relation to child protection (Mills, Martino and Lingard 2004; Szwed 2010) and negative mind-sets (Johnstone, Mckeown, and Mcewen 1999) add to the notion of teaching as a traditionally female profession. Furthermore, low numbers of male teachers perpetuate this gendered view (Riddell et al. 2006). This impacts recruitment and retention of males in primary teaching courses in teacher education institutions in Scotland and internationally.

Research indicates that, while there are stereotypical views of male and female characteristics, and while there are challenges for males studying primary education, there are steps which can be taken to challenge essentialist views and support recruitment and retention of males in primary education programs. In response to policy and legislation, teacher education institutions in Scotland have an obligation to make steps to address the gender imbalance in primary education, and can work both independently and collaboratively with other institutions and public bodies to address the challenges.