Is the Preference for Men an Advantage or Gender Inequality? : A Case Study of the School Management in Taiwan

The aims of this paper are to explore whether and how men are preferred and advantaged in attaining managerial positions within the school context by drawing on the experiences and views of the teachers in a primary school. The study was carried out between 2008 and 2009 in a primary school in southwest Taiwan. Non-participant observation and individual semi-structured interviews are the main sources of data collection.

According to my fieldwork data, in the 2008 academic year, 10 out of 13 males (76.92%) held managerial posts, while only 25% of female teachers were in similar positions. 21 (18 class teachers and three subject teachers) of the teachers having no managerial jobs were female, whereas only three of them were male. That is, it indicates the persistence of gender segregation: male dominance in the higher tiers and a concentration of women in the domain of classroom teaching. Furthermore, there are three important points to suggest the preference for men in the school management. First, men are preferred and advantaged to take on the managerial posts because of men’s abilities and availability associated with masculinity. The second is the alliance between men, which were beneficial to their seeking upward mobility. Third, in contrast to men’s advantaged position, women’s domestic responsibilities and roles are suggested as hindrances for their access to higher echelons. Yet, the quotes give evidence that some male teachers did not agree the preference as an advantage, due to invisible pressure from gender norms. In addition, the findings also demonstrate that some male teachers in the study prioritised their family responsibilities, rather than their own professional advancement. Men’s dissociation may imply that men can also enjoy working with children and the solid teaching profession.