Graduation Year

2026

Date of Submission

4-2026

Document Type

Campus Only Senior Thesis

Degree Name

Bachelor of Arts

Department

Government

Reader 1

Dr. Jon Shields

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2026 Jonathan Russell

Abstract

Since the time of data collection in 1940, men have comprised a slim percentage of K-12 public school teachers. Across different cultural moments in which women have expanded their prospects for social and economic mobility by entering into male-dominated institutions and professions, K-12 teaching has remained a predominantly female profession. This paper builds a framework to explain why over such a vast period of time, the lack of male teachers in the American K-12 public education system has persisted. It finds that the gender divide among teachers in the public school system can be best explained by a combination of biological and cultural factors that make K-12 teaching an unappealing profession to men. In contrast with previous arguments, the framework presented here does not denote teacher salary as the key factor driving men away from the profession. Simply paying teachers more will not lead to more male teachers in classrooms. Instead, reframing teaching as a masculine job may reduce social stigma and appeal to men’s preferences, though raising teacher salaries may be part of undermining these cultural and biological barriers. Addressing the persistent gender imbalance in the teaching profession remains an important social and educational concern. Increasing male representation in K–12 teaching may offer broader developmental benefits, providing role models for boys while contributing to more balanced classroom environments for all students.

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