Abstract

The reality of so few male teachers in primary grades continues to be a topic of debate in most countries where issues of underachievement of boys, a lack of male role models, and gender equity is a concern. In Ontario, males make up less than one tenth of all primary teachers and these numbers are declining. Fewer males than females apply to teacher certification programs and even proportionately fewer males than females get accepted, only adding to the growing shortage of male primary teachers. This present research used qualitative interviews to explore the experiences and perceptions of male teacher candidates enrolled in a primary/junior teacher education certification program in a Northern Ontario faculty of education. Of specific interest in this study were the candidates’ own understanding of what facilitated their interest in such a career, as well as any barriers that they perceived would affect them becoming and remaining as primary teachers. Several candidates who had withdrawn from the program were also interviewed to explore factors that led to their decisions not to pursue certification. Implications from this research are discussed in the context of the roles that a variety of educational stakeholders (including schools, federations, ministry of education, faculties of education) may consider as options in increasing male participation in this traditionally female dominated space.