Factors of Entry and Retention of Men into the Early Childhood Education Profession: A Systematic Review

Abstract

This study aimed to identify research that provides information on the factors that influence the entry and retention of male educators in early childhood education. To this end, a systematic review was conducted using a descriptive qualitative approach. The design for systematic reviews and meta-analysis (PRISMA) was used.  Twenty studies were analyzed from the following databases, Scopus, Web of Science, Scientific Electronic Library Online, and Education Resources Information Center, published between 2019 and 2024. The subject matter was classified as ideological, political, and socio-cultural factors. The results show that the low presence of men in early childhood education is complex and multifactorial. It is necessary to generate governmental and educational policies to help men enter and remain in early childhood education. Research on the subject provides a basis for the discussion of such policies.