The Role Of Male Diversity In Education, Althoug Call Me Mister?

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You walk into a school in a rural town in southern Missouri and take a look down the hallways. All the students are at their lockers or heading to class. If you take a look into a few classrooms you will see female teachers preparing for the day’s lesson. Now take a look in the office and you will see a male principle enforcing the rules and distributing discipline. This phenomenon is all too common throughout most schools in Missouri. A common faux-pas is that teaching is for females, while administrative positions are for males. It is time for females to break that glass ceiling and secure those coveted administrative positions and for men to end the stigma that clings to the male teaching profession.
According to a study by the National Education Association (NEA), 17 percent of elementary school teachers in 1980 were males, that number has significantly decreased to the 14.2 percent today. However at the secondary level there is a much higher employment of male teachers,
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The program was established at Clemson University in South Carolina. MISTER is not specifically targeting men with their program. They are interested in overall diversity in teaching. According to the MISTER program, “The assumption seem to be that teachers from meager circumstances are more effective at reaching youth who experience similar economic conditions” (Johnson). Troops-to-Teachers (TTT) is a program that attempts to enlist highly qualified teacher for schools that enroll a large quantity of at risk students or low income communities. One big difference between TTT and the other programs is that they are supporting the transition of military personnel to civilian life as teachers. According to the TTT, approximately 88 percent of active duty army personnel are men, which gives them “an accessible and appropriate pool from which to recruit male teacher candidates”

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