性别图景中的幼儿园男教师多重身份互动研究

Conflict and Adaptation:A Study on the Identity Construction of Male Kindergarten Teachers from the A Gender Perspective

幼儿园男教师持有多重社会身份,多重社会身份竞相角逐以实现在个体信念和行为中的凸显,个体亦经历着需要平衡多重身份间冲突的内心焦灼。为深入打开幼儿园男教师的心理“盲盒”,本研究采用质性研究范式,对8位幼儿园男教师的个人经验和意义建构进行“解释性理解”,借助主题分析六步法对访谈资料进行分析。研究发现,尽管不同身份之间相互掣肘,幼儿园男教师也仍然体验着身份顺应。具体来说,男性身份与幼儿园教师身份之间的冲突,因幼儿园教师职业图景与主流男性气质的不契合,表现为外部消极评价与自我负向概念,并由此制造出职业隔离与劳动性别分工现象;与此同时,男教师亦因其“少数”与“异质”,体验到快速晋升的职业发展道路的捷径,因“少数”而成为“团宠”的人际互动关系;多重身份互动的核心在于怀揣着对儿童的热爱,在凸显教师专业性价值的基础上解构教师的性别身份,打破早期教育系统内部存在的性别差异与区隔。

Male kindergarten teachers hold multiple social identities,which compete for prominence in their beliefs and behaviors,and they experience the internal anxiety of balancing the conflicts between the multiple identities.However,despite the interplay between the different identities,male kindergarten teachers also experience identity conformity.Specifically,the conflict between masculine identity and professional identity of kindergarten teachers is manifested in negative external evaluations and negative self-concept due to the mismatch between the professional picture of kindergarten teachers and mainstream masculinity,which creates occupational segregation and gender division of labor;meantime,male teachers are also experiencing a rapid increase in their"minority"and"heterogeneous"experience due to their"minority"and"heterogeneous"status.At the same time,male teachers,because of their"minority"and"heterogeneity,"experience rapid career advancement and interpersonal interaction as"group favorites";the core of the multiple identity interaction lies in the love for children,deconstructing the gender identity of teachers on the basis of highlighting the professional value of teachers and breaking the gender differences and distinctions within the early education system.The core of multiple identity interaction is to deconstruct teachers'gender identities and break down the gender differences and divisions within the early education system by highlighting their professional values.