Vocational Motivations in Male Students for the Teaching Profession: Breaking into a Traditionally Female-Dominated Field

The feminization of education careers, particularly at the early childhood and primary levels, has created barriers to male participation due to gender stereotypes that associate childcare with female roles. In Peru, the predominance of women reinforces the perception that these professions are more suitable for them. This research employs a qualitative approach and semi-structured interviews to examine eleven male students' vocational motivations and experiences in the final cycles of Early Childhood and Primary Education programs at universities in Lima. The findings reveal that family influences and personal experiences are key in their career choice. However, they face stereotypes that question their suitability and limit physical contact with students. Despite these challenges, the participants demonstrate satisfaction and commitment to teaching. Therefore, this study leads us to ask ourselves: What is the role of inclusive policies and awareness programs in advancing gender equity in education? It also suggests conducting further research in other regions to validate the applicability of these findings.