In a sector traditionally dominated by women, the presence of male educators in early childhood education is both vital and rare. Representing just 3% of the workforce in long daycare settings, male educators face unique challenges that often deter their entry or lead to early departures from the profession. Ramesh, a passionate advocate for male educators, has spent years fostering a supportive network to address these challenges. In this interview, he discusses his work, the importance of male representation in early childhood education, and the benefits it brings to the sector.

What is your top priority at the moment?

For the past three years, I’ve been focused on advocating for a space for male educators in early childhood education. While there’s been a slight increase in the percentage of male educators, it’s still alarmingly low—between 3% and 8% overall, with just 3% in long daycare settings.

I’ve been working to create a support network where male educators can navigate the unique challenges of being the gender minority in the field. This has involved organising conferences, workshops, and creating an online community through a Facebook group. We started with just two members three years ago, and now the group has grown to 267 members.

We’re currently transitioning this network into a formal charity. I’ve just completed drafting a constitution for the group, and it’s under review by our eight-member committee. Once finalised, we’ll proceed with registration and the next steps in our journey.

Why do you think there are so few male educators in early childhood education?

This stems from historical gender roles. Traditionally, men were seen as breadwinners, while women were considered nurturers. These roles were tied to survival in earlier times. However, as society evolved through the industrial and information revolutions, these roles became less relevant.

Unfortunately, societal perceptions haven’t caught up. Men with qualities like kindness, empathy, and nurturing abilities—traits ideal for early childhood education—often don’t enter the sector due to stereotypes about appropriateness. On top of that, factors like low pay and extensive paperwork compound the issue.

The primary barrier, however, is the mental and societal struggle. Male educators frequently encounter bias, whether from colleagues, parents, or broader societal norms, which can make the profession daunting.

Does advocating for male educators feel like an uphill battle amid other sector challenges?

Absolutely. The early childhood sector faces many systemic issues, like workforce shortages, administrative burdens, and low wages. These broader challenges often take precedence, leaving the issue of male representation on the back burner.

This lack of prioritisation contributes to a high turnover rate among male educators. When I began my bachelor’s degree in early childhood education in 2017, there were only two men in a class of 33. My male classmate left within six months.

Male educators face unique challenges that require tailored support. For instance, as a casual educator, I was often the first male staff member some centres had ever seen. This led to direct and indirect confrontations, like parents questioning my presence or colleagues holding preconceived notions.

What benefits could increased male representation bring to the sector?

The benefits are numerous. For one, having more male educators helps break gender stereotypes. Children can’t aspire to what they don’t see. If they see men excelling in nurturing roles, it broadens their perspective on gender and career possibilities.

Male educators also tend to bring high energy and enthusiasm, which children love. Boys, in particular, gravitate toward male educators during play and activities, as they often seek a similar energy level to channel their interests.

Additionally, male educators offer diverse perspectives, enriching the learning environment. Their experiences, skills, and ways of thinking add a valuable layer of diversity to early childhood education.

Can you tell us about the Facebook group you started? What motivated you to create it?

The idea came after I featured in an ABC documentary about male educators breaking gender stereotypes. The positive response to that documentary highlighted the need for more support and visibility for male educators.

The final push came when I worked with a male educator who was on the verge of quitting. He had moved from a very male-dominated environment at Bunnings into early childhood education and was struggling to find his footing. I mentored him, sharing my knowledge and experience. Over time, he blossomed into a confident room leader.

This experience reinforced the power of support and mentorship, inspiring me to start the Thriving as Male Educators group. We launched on Father’s Day with just two members, and it has since grown significantly. The group is now a space for male educators to connect, seek advice, and share experiences.

What has surprised or delighted you most about the group’s growth?

In the beginning, most of the activity came from me. I was the one initiating conversations, answering questions, and keeping the group active. Many members reached out privately rather than posting, which I understood, given the sensitivity of the issues they faced.

Now, I’m delighted to see members actively engaging with each other. They’re asking questions, sharing their experiences, and supporting one another without me having to initiate every conversation. It’s incredibly rewarding to witness this shift, as it shows the group has become a true community.

This also frees up my time to focus on the bigger picture, like formalising the group into a charity and building collaborations.

How does your advocacy work tie into the broader challenges of the sector?

Advocating for male educators intersects with many broader issues in early childhood education. For example, addressing workforce shortages could benefit from a more inclusive approach that actively encourages men to join and stay in the profession.

At the same time, improving pay and working conditions would make the sector more attractive to everyone, including men. These systemic changes would create a more supportive environment for male educators and help retain them in the long run.

What’s next for your advocacy work?

The next big step is formalising our network as a registered charity. This will open up new opportunities for funding, partnerships, and broader advocacy efforts.

We’re also continuing to collaborate with organisations and early learning centres to spread awareness and encourage male participation in the sector. For example, after a recent guest-speaking session at Goodstart Early Learning, we saw a significant increase in group membership.

Ultimately, the goal is to create a sustainable support system that not only advocates for male educators but also enriches the sector as a whole.

 

You can find Ramesh’s Facebook group, here Thriving as Male Educators.

We loved speaking to Ramesh. If you or someone you know has a story to share, we’d love to have a discussion. Let us know via the website, Facebook or LinkedIn.