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Top Takeaways is a series of recaps from important conversations, town halls, webinars and virtual events about early learning.

In October, three men joined the  Dan Wuori to discuss what it is like to be one of 鈥渢he few, the proud鈥�: a man working in early childhood education. The panel stressed the importance of men in this profession and how to make it more accessible and appealing for male professionals.

Here are our top five takeaways:

1. The early childhood education workforce is overwhelmingly female. Men represent 3% of the workforce; of those practitioners, about 44% exit within five years, Wuori reported. This stubborn statistic plays a significant role in how men are perceived in the classroom. 鈥淚 felt societal views encroaching on my work,鈥� Dr. Calvin Moore of the explained of his time as a first-year Head Start teacher, 鈥淚 felt the strange looks, the turning of the heads when they passed me in the hallway. They were surprised that I was teaching.鈥�

2. Male teachers may feel compelled to take extra precautions. 鈥淲ith men hired in education, specifically in the early grades and early childhood education, you have to be very cognizant and aware of who you are and how you present,鈥� said Edward Manuszak of the Washtenaw Intermediate School District. He taught kindergarten for eight years and then transitioned to administration. He described some measures he takes to make his classroom, staff and families feel comfortable, such as home or neutral setting visits to build rapport with families, and having another adult present whenever possible, especially if aiding a child after an injury. 鈥淭here is a real concern as a male in ECE that we don鈥檛 have that capability,鈥� Manuszak said.

3. Society should normalize male participation in early child care education. These men are professionally trained to be in care positions and should be trusted to execute. 鈥淲hen I earned my credential,鈥� Moore said, 鈥渋t says to the community where I鈥檓 serving that I鈥檓 a professional, and whatever skills and abilities that profession trained me to do, I should be able to exercise that in my career.鈥� Black men are even less likely to enter the early childhood education field, something Moore attributes to external pressure, 鈥淚 think that Black men are somewhat more sensitive to societal views about early childhood education.鈥�

4. Recruitment and retention efforts are under way. Programs around the country are trying to attract Black men to the field. 鈥淲e鈥檙e needed in the field in certain communities, and so we have to change the narrative for those men, whether they鈥檙e in high school or college, thinking about careers,鈥� Moore said, citing at the University of Washington as a positive example of this work. Wuori acknowledged the difficulty of attracting, retaining and paying staff, noting, 鈥淩ight now, the early childhood workforce is struggling mightily with a compensation challenge across the board, and frankly, it is difficult to attract teachers, male or female, partly because of compensation.鈥�

5. Passion and support are imperative. 鈥淵ou do have to be passionate about it,鈥� said Michael Marshall, who teaches at Cottonwood Elementary School in Yakima County, Wash. 鈥淵ou can鈥檛 just hire a male teacher just because he鈥檚 a man. I think that鈥檚 going a step backward. We need good teachers, men and women, and passionate ones.鈥� Marshall has taught kindergarten for a decade and attributes this success to his classroom and coworkers. 鈥淚 enjoy seeing the kids every day. Their smiles, their tears, whatever it may be.鈥� The supportive staff makes a difference to his happiness and longevity in the role. 鈥淚 don鈥檛 feel like I have to go to this job. I get to go,鈥� he said.

This story originally published on Early Learning Nation and is now archived on 蜜桃影视. Learn more here.