Negotiating masculinity in a feminized profession: a systematic review of male teachers in early childhood education

To better understand male teachers in Early Childhood Education (ECE) in China, where gender roles are firmly established in professional life, this study presents a systematic review following the PRISMA protocol. It combines findings from 16 carefully chosen qualitative studies published between 2013 and 2025. The review focuses on two main research questions: (1) how male teachers develop and navigate their personal and professional identities in ECE settings, and (2) how key stakeholders, such as female colleagues, parents, leaders, and community members, view and react to men in this field.

The findings show that male ECE teachers often face complex identity challenges in mostly female-dominated work cultures. They deal with suspicion, gender stereotypes, and restrictive role expectations, which can harm their sense of professional legitimacy and belonging. In China and other Confucian-influenced societies, deeply rooted cultural norms and moral debates further label ECE as “women’s work,” making it harder for men to enter, stay, and advance in this profession.

Beyond China, this review adds to global discussions on gender diversity in ECE. It shows how specific cultural norms intersect with broader structural and institutional barriers that also affect male teachers’ experiences across different educational systems. The findings indicate that issues related to gender expectations, professional identity, and societal trust are not just local concerns but also resonate worldwide, albeit in different contexts.

By highlighting these common trends, the study promotes a more comparative and globally relevant view of gender imbalance in ECE. The review advocates coordinated policy and institutional changes, including fair pay, gender-inclusive professional standards, and leadership practices that challenge gender bias. Ultimately, it emphasizes the need to redefine early childhood education as a gender-inclusive profession worldwide, recognizing diversity as essential for improving workforce sustainability and the overall development of young children.

This is a phased research achievement of the National General Project of the National Education Science Planning in 2024, titled Full Linkage and High Quality: Research on the Innovative Construction of the Professional Support System for Regional Inclusive Education (Project Approval Number: BQA240239). Normal School, Changzhou Institute of technology, Changzhou, China Changzhou Zhongwu Experimental School, Changzhou, China Faculty of Arts, Shenzhen University, Shenzhen, China The authors declare no competing interests. This study does not involve human or animal participants.

This article does not contain any studies with human participants performed by any of the statement. Publisher’s note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Open Access This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modified the licensed material.