The primary purpose of this study was to examine the perceptions of two male students and their teacher who participated in a Teacher Cadet Program over the 2010-2011 academic year. The qualitative case study took place at the Royal Fern High School (RFHS) (pseudonym) in Cypress Grove County (pseudonym), located outside of Charleston, SC. The study is framed by multicultural education, educational history and elementary education gender studies. Classroom observations, journal entries, portfolios, and curricular artifacts were triangulated with responses from a semi-structured interview protocol that was designed to gather data on respondents' perceptions of the Program and to assess the degree to which the schoolmarm stereotype inhibits males from pursuing a postsecondary degree in education. The results indicated that the schoolmarm stereotype that has resulted from the long history of the feminization of schooling in the United States continues to impact the decision of male students to enter a field deemed to be \"women's work.\"
","abstract_html":"<p>The primary purpose of this study was to examine the perceptions of two male students and their teacher who participated in a Teacher Cadet Program over the 2010-2011 academic year. The qualitative case study took place at the Royal Fern High School (RFHS) (pseudonym) in Cypress Grove County (pseudonym), located outside of Charleston, SC. The study is framed by multicultural education, educational history and elementary education gender studies. Classroom observations, journal entries, portfolios, and curricular artifacts were triangulated with responses from a semi-structured interview protocol that was designed to gather data on respondents' perceptions of the Program and to assess the degree to which the schoolmarm stereotype inhibits males from pursuing a postsecondary degree in education. The results indicated that the schoolmarm stereotype that has resulted from the long history of the feminization of schooling in the United States continues to impact the decision of male students to enter a field deemed to be "women's work."</p>","abstract_has_math":false,"creators":["McClanahan, Constance Stolark"],"institution":null,"degree_name":"Ed.D.","degree_level":"Campus Access Dissertation","degree_discipline":"Educational Leadership and Policies","degree_department":null,"school":null,"contributors":["Susan Schramm"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-01-01T08:00:00Z","date_published":"2012-01-01T08:00:00Z","updated_at":"2026-07-24T04:38:37Z","subjects":["Curriculum and Instruction","Education"],"languages":[],"rights":["© 2012, Constance Stolark McClanahan"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarcommons.sc.edu/etd/866","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Susan Schramm"]},{"key":"dc:creator","label":"Author","values":["McClanahan, Constance Stolark"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Campus Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Curriculum and Instruction","Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© 2012, Constance Stolark McClanahan"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarcommons.sc.edu/etd/866"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The primary purpose of this study was to examine the perceptions of two male students and their teacher who participated in a Teacher Cadet Program over the 2010-2011 academic year. The qualitative case study took place at the Royal Fern High School (RFHS) (pseudonym) in Cypress Grove County (pseudonym), located outside of Charleston, SC. The study is framed by multicultural education, educational history and elementary education gender studies. Classroom observations, journal entries, portfolios, and curricular artifacts were triangulated with responses from a semi-structured interview protocol that was designed to gather data on respondents' perceptions of the Program and to assess the degree to which the schoolmarm stereotype inhibits males from pursuing a postsecondary degree in education. The results indicated that the schoolmarm stereotype that has resulted from the long history of the feminization of schooling in the United States continues to impact the decision of male students to enter a field deemed to be \"women's work.\"
"]},{"key":"dc:title","label":"Title","values":["Evolution of the Schoolmarm Stereotype: The Impact of the Feminization of Education On Two Male Teacher Cadets"]}]}],"canonical_facts":{"dc:contributor":["Susan Schramm"],"dc:creator":["McClanahan, Constance Stolark"],"dc:description.abstract":["The primary purpose of this study was to examine the perceptions of two male students and their teacher who participated in a Teacher Cadet Program over the 2010-2011 academic year. The qualitative case study took place at the Royal Fern High School (RFHS) (pseudonym) in Cypress Grove County (pseudonym), located outside of Charleston, SC. The study is framed by multicultural education, educational history and elementary education gender studies. Classroom observations, journal entries, portfolios, and curricular artifacts were triangulated with responses from a semi-structured interview protocol that was designed to gather data on respondents' perceptions of the Program and to assess the degree to which the schoolmarm stereotype inhibits males from pursuing a postsecondary degree in education. The results indicated that the schoolmarm stereotype that has resulted from the long history of the feminization of schooling in the United States continues to impact the decision of male students to enter a field deemed to be \"women's work.\"
"],"dc:identifier":["https://scholarcommons.sc.edu/etd/866"],"dc:rights":["© 2012, Constance Stolark McClanahan"],"dc:subject":["Curriculum and Instruction","Education"],"dc:title":["Evolution of the Schoolmarm Stereotype: The Impact of the Feminization of Education On Two Male Teacher Cadets"],"thesis:degree_discipline":["Educational Leadership and Policies"],"thesis:degree_level":["Campus Access Dissertation"],"thesis:degree_name":["Ed.D."]},"updated_at":"2026-07-24T04:38:37Z"}