Masculinidades en disputa: estigmas, exclusión y precariedad en la docencia de preescolar

Abstract

This article explores the experiences of male preschool teachers, focusing on how gender stigmatization shapes their educational, professional, and symbolic trajectories. Based on a qualitative case study with a phenomenological design, structured interviews were conducted with nine male teachers from different municipalities in the State of Mexico. Findings show that, despite having the vocation and skills to teach at this level, male educators face cultural, institutional, and social barriers that hinder their professional development. Gendered task assignments, mistrust from families, and the invisibility of male figures in educational policies and discourses contribute to a context of symbolic exclusion and precariousness.