Challenging Gender Norms: Perspectives of Chinese Preschool Leaders on the Participation of Male Educators and Fathers in ECE

This study examines the perspectives of Chinese preschool leaders on gender roles and stereotypes in early childhood education (ECE), with a focus on fathers’ involvement in childcare and the employment of male educators. Fifteen principals and deputy principals from urban and rural preschools across five Chinese provinces participated in semi-structured interviews. Using inductive thematic analysis, four key themes emerged: (1) the persistence of gender stereotypes in child-rearing, (2) the entrenched view of men as primary breadwinners, (3) conflicting perspectives on male educators, and (4) the delineation of gender-based responsibilities in ECE. Findings reveal that societal norms often limit fathers’ engagement in child-rearing and confine male educators to roles that perpetuate traditional stereotypes. While participants acknowledged the value of fathers and male teachers in ECE, their views reflected deep-rooted cultural biases. The study calls for policies to challenge existing gender norms, promote male inclusion, and achieve equity in ECE practices.