Cross-country analysis: How contexts shape children's perspectives of their male and female educators

This chapter presents a cross-case analysis aimed at understanding children's perspectives on their male and female educators within early childhood education and care (ECEC) settings across nine countries. Examining these case studies alongside each other illustrates how socio-historical and cultural contexts shape children's experiences and perceptions of gender roles. Our analysis comprises three phases: (1) reexamination of case studies to identify indicators at macro, meso, and micro-levels, (2) mapping indicators to uncover themes related to children's experiences, and (3) selection of exemplars that illustrate how contexts inform children's perspectives, beliefs, and behaviors. Our findings demonstrate that socio-historical-cultural contexts shape interactions between educators and children. Parental perspectives reveal a desire for gender equality in education, yet often reflect traditional roles, creating contradictions between the education and home environments. Importantly, we surmise that environments challenging the gender binary foster more gender-sensitive attitudes. The analysis highlights the importance of collaborative teaching environments that challenge the gender binary and promote gender-sensitive experiences. Furthermore, the analysis demonstrates that children's perspectives are nuanced and shaped by their immediate contexts and that children actively engage with, respond to, and, at times, actively resist implicit gendered expectations.