To Örebro University

Only 4% of ECE staff in Sweden and Brazil are men, despite significant differences in gender equality policies and views on male caregiving. To address this gender imbalance, this study aims to explore the experiences of male preschool teacher students in Sweden and Brazil. What challenges do these students encounter, and which factors contribute to successfully completing preschool teacher education?

While previous research often focuses on practicing professionals (Hedlin et al, 2019; Warin, 2015) and masculinity theories (Heikkilä & Hellman, 2017; Haddad & Marques, 2022), fewer studies center on male ECE students, the diversity within this minority group and their sense of belonging in higher education (Grimshaw et al., 2023). To address this gap, this study combines various minority theories (Frost & Meyer, 2023; Diamond & Alley, 2022; Moss Kanter, 1977). Thematic data analysis is performed using an abductive approach within a qualitative interpretative paradigm. In-depth, semi-structured interviews were conducted with fourteen male students at the end of the preschool teacher training program in Sweden and Brazil. The students gave informed consent, and pseudonyms were used to protect their identities. To ensure voluntary participation, the interviewing researchers had no examining role toward the students and emphasized their right to withdraw consent at any time without affecting their education.

The results highlight the importance of male representation, mentorship, social network support, positive work experience in preschools, and the impact of intersecting categories like ethnicity and age. Also, several strategies for developing an inclusive and supportive environment for male preschool teacher students are suggested.