A Limited Second-Class Experience: A Sociological Perspective of the Experiences of Kuwaiti Male Education Majors

Document Type : Original Article

Authors

Foundations of Education, College of Education, Kuwait University, Kuwait City, Kuwait

Abstract

The issue of male teacher shortages is widespread around the world, but in Kuwait, the problem is exacerbated by a gender-segregated education system that requires male teachers for male students, creating a high unmet demand for male teachers. As the country strives to increase male teacher representation, it is important to learn more about the experiences of male Kuwaiti education majors to learn why they chose the major, what social pressures they are experiencing, and how they are treated by peers and professors in their program. To address this topic, the present phenomenological approach study involved interviews with nine male Kuwaiti education majors. The following themes emerged from the research are: male education majors (1) believe women are teachers by nature (and nurture), (2) feel disconnected and powerless, and (3) report salary and benefits are motivators to becoming a teacher. These findings can inform efforts to increase male teacher representation.

Keywords

References

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