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Retention rates for men in early childhood education and care (ECEC) are low. Exit is associated with experience of feeling 'other' perpetuated by judgements of men's sexuality, motives, and ability. In this paper, we take the unique circumstance of many men working together in ECEC to ask whether more men on staff improves experiences of inclusion. We analyse interviews with 10 men working in two Australian ECEC centres in which male educators comprise >20%, of the staff; ten times the international representation of men in the ECEC workforce. Our data identify a developmental process in which supports and mentorship, from female and male colleagues, are critical to retention early in career. Beyond, the building of a distinct male contribution underpins continuing career engagement. However, with the presence of more men new tensions emerge as the 'alien invader' becomes the face of the centre, potentially eclipsing the contribution of female colleagues. [ABSTRACT FROM AUTHOR]

This study investigates how couples negotiate and rationalise gendered divisions in infant care. We take a social constructivist approach to analysing qualitative data from 11 couples with infants (aged 6 to 8 months). We find that even where fathers are actively involved in infant care there are strong gendered divisions in the types of care that parents provide. These divisions are rationalised by gendered discourses regarding mother's superior ability to care for and nurture infants and embedded in the 'silences' or taken-for-granted gendered assumptions within couple's accounts. Dominant gendered discourses implicitly defend a father's decision to opt out of infant care tasks they find more difficult, such as soothing an irritable infant. Our study contributes to work and family policy by capturing couples' care negotiations in the early stages of the parent-child relationship. This is a critical time when gendered care patterns are established within families. [ABSTRACT FROM AUTHOR]