摘要：Foundation Phase teaching in South Africa is a gendered phenomenon. Therefore, this theoreticalstudy presented an overview of the gender divides that existed in early childhood teacher education through askingthe critical question: “Why are male students reluctant in choosing early childhood education as their teachingspecialization in teacher education institutions?” Focus is paid on three arenas that perpetrated the divides andthese are: African people’s beliefs regarding child rearing practices; attitudes of different stakeholders towards themale teachers of young children; and perceptions of male students who are already in the field of ea rly childhoodeducation. This study also foregrounds the benefits that are attached to the education that incorporated the maleteachers in early childhood settings.
