UCLA

This qualitative study explored the career motivational factors of undergraduate, pre-service male elementary teachers attending a regional comprehensive university in Los Angeles. I conducted a basic interpretive qualitative investigation into the experiences, worldviews, relationships, and personal motivators that resulted in enrollment into an undergraduate elementary education program, under a conceptual framework comprised of the FIT-Choice (Factors Influencing Teaching Choice) theory, funds of knowledge (FoK), and funds of identity (FoI) collectively. I interviewed 14 participants, all currently enrolled male students in an undergraduate Integrated Teacher Education Preparation (ITEP) program, to understand the motivations of individuals deciding to pursue a career in elementary teaching, as well as their impressions and opinions of this preparation program that they are currently enrolled in. Participants indicated the reasons behind their interest in teaching as a career, general perceptions of gender in the classroom, as well as reflections and opinions of their preparation program and teacher recruitment. Investigating the forces that propel the very few males that have enrolled in an undergraduate elementary education program can help inform post-secondary preparation program recruitment strategies that can adversely affect the gender imbalance in teaching and curve the shortage as a whole. Implications and recommendations based on findings share directions for future research on undergraduate preservice preparation and supports, as well as education, cross-system partnerships in the interest of developing teacher career pathways grounded in cultural and community relevancy.