The lonely end of the pink: exploring the lived experiences of men who teach at the K-3 level in Prince Edward Island
Bibliographic record
Abstract
While men make up less than 10% of the primary school teaching positions in Prince\nEdward Island, researchers are at odds as to the importance of increasing this male presence\nwithin primary settings. What is clear is that the experiences of male primary teachers are\naltogether unexplored in Prince Edward Island.\nSemi-structured interviews and follow-up conversations were used to explore the\nexperiences of 13 male primary teachers. Within these experiences, evidence emerged as to why\nso few men choose to teach our youngest students. However, The Lonely End of the Pink has a\nmuch broader purpose. This study sought to understand the challenges these men face so that\nsupport for our male primary teachers could be fostered within our school system. In exploring\nthese experiences, a complex truth emerged: the experience of being a man and teaching at the\nprimary level is an experience laden with tensions. Many of these tensions are linked to\nstereotypes that are deeply ingrained in societal and school cultures; sometimes these tensions are\ncuriously unbeknownst to the men who teach at the primary level.\nThe findings of this study suggest that participants had largely similar experiences to\nthose of men from other locales. They further suggest that a reflexive influence is at play. This\nreflexive influence implies that the participants' very interpretations of their own experiences may\nbe skewed by their limited awareness of the tensions that surround their work. Poetry submitted\nby the author reinforces this notion: that our awareness of the tensions that surround us influences\nour teaching, our identity as teachers, our professional relationships, and our personal\nexperiences. This research is ultimately about supporting the men who teach at the primary level\nso that they can focus on what is most important – educating our youngest students.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.012 | 0.011 |
| Scholarly communication | 0.005 | 0.003 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".