Laetitia Coles
Biographic Data
| ID | 346638 |
|---|---|
| NAME | Laetitia Coles |
| GIVEN NAMES | Laetitia |
| FAMILY NAME | Coles |
| SIGNATURE | COLES L |
| AFFILIATIONS | The University of Queensland |
| ORCID | 0000-0003-0881-9937 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 31 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
The Challenge of Improving Sleep Practices in Childcare Services: A Randomised Control Feasibility Trial of an Educator Professional Development Program
In developed nations childcare attendance is an integral part of early life for most children. Provision for sleep in this context is commonly enacted as a single mandatory period of lying down. Yet, younger children often require multiple sleep-times, and many older children will cease to require daytime sleep. Waking of sleeping children and distress among non-sleepers is often observed with resulting adverse effects. The benefit of interventio…
At the margin and in the centre: How men working in early childhood education and care frame their role
Men remain underrepresented in Early Childhood Education and Care (ECEC), comprising fewer than 4% of the workforce across OECD countries including the site of this study, Australia. Despite global efforts to increase male participation, men are often the solo male educator and face both stigma as deviants and valorisation as pioneers. The extent to which these binary framings inform men’s professional identity is not well understood. Using frame…
Fighting for our children: A collective responsibility to deliver social and health rights to children with disability
How women educators frame the scarcity of men in early childhood education and care
Early childhood education and care (ECEC) is one of the most highly sex-segregated sectors globally.Adopting frame analysis and drawing on 96 semi-structured interviews, this study asks how female educators, who are numerically dominant, discursively construct men's reluctance to seek roles in ECEC and/or sustain participation in the sector.Three primary frames were identified: men are viewed with suspicion; men lack the capacities required for E…
Identifying factors for poorer educational outcomes that may be exacerbated by Covid ‐19: A systematic review focussing on at‐risk school children and adolescents
School closures across Australia in response to COVID‐19 have persisted since 2020, with rising mental health problems in children and adolescents, alongside rising negative family health and socioeconomic outcomes. Further, some children and young people who were already experiencing disadvantage pre‐pandemic may be at heightened risk of poorer educational outcomes. Therefore, the aim of this study was to conduct a systematic review of the liter…
Communicating the complex lives of families that include a child with Down syndrome
Families of children with Down syndrome experience complex lives and needs, yet the few existing studies on these families are written in conventional academic prose that is not optimal for knowledge translation beyond academia, particularly for busy healthcare professionals. In this paper, we Depart Radically in Academic Writing (DRAW) (Mackinlay, 2022) and present data poetry and two case studies that draw upon semi-structured interviews with m…
Men times ten: Does the presence of more men support inclusion of male educators in early childhood education and care
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 c…
Discarded data: An Ahmedian engagement with young children’s gendered accounts of violence and power
Qualitative researchers can discard data that are unsaturated or unrelated to research questions, but what do we do when these data affect us, or ‘haunt’ us, ‘long after collecting “it”’ (Taylor 2013, 691)? In this paper, we draw upon Sara Ahmed to guide our engagement with ‘discarded data’: young children’s gendered accounts of violence that unexpectedly arose during interviews about rest-time and relaxation in childcare. We show what it feels l…
Beliefs and attributions: Insider accounts of men’s place in early childhood education and care
Theoretical perspectives, and a large body of empirical research examining sex-segregated occupations, identify the attitudinal barriers of the majority as pivotal for both workplace well-being and the retention of minorities. Globally, where more than 90% of the early childhood education and care workforce is female, understanding the attitudes of the majority is critical in informing actions to sustain men’s participation. So too are female edu…
Contemporary fatherhood: Social, demographic and attitudinal factors associated with involved fathering and long work hours
Time pressures around work and care within families have increased over recent decades, exacerbated by an enduring male breadwinner culture in Australia and manifested in increasingly long work hours for fathers. We identified fathers who spent relatively long hours actively caring for children despite long work hours and we compared them with other fathers who did less work, less childcare, or less of both. Using 13 waves of the Household Income…
Sometimes they just want to cry for their mum’: Couples' negotiations and rationalisations of gendered divisions in infant care
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…
Sometimes they just want to cry for their mum’: Couples' negotiations and rationalisations of gendered divisions in infant care
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…
Men times ten: Does the presence of more men support inclusion of male educators in early childhood education and care
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 c…
Contemporary fatherhood: Social, demographic and attitudinal factors associated with involved fathering and long work hours
Time pressures around work and care within families have increased over recent decades, exacerbated by an enduring male breadwinner culture in Australia and manifested in increasingly long work hours for fathers. We identified fathers who spent relatively long hours actively caring for children despite long work hours and we compared them with other fathers who did less work, less childcare, or less of both. Using 13 waves of the Household Income…
How women educators frame the scarcity of men in early childhood education and care
Early childhood education and care (ECEC) is one of the most highly sex-segregated sectors globally.Adopting frame analysis and drawing on 96 semi-structured interviews, this study asks how female educators, who are numerically dominant, discursively construct men's reluctance to seek roles in ECEC and/or sustain participation in the sector.Three primary frames were identified: men are viewed with suspicion; men lack the capacities required for E…
Communicating the complex lives of families that include a child with Down syndrome
Families of children with Down syndrome experience complex lives and needs, yet the few existing studies on these families are written in conventional academic prose that is not optimal for knowledge translation beyond academia, particularly for busy healthcare professionals. In this paper, we Depart Radically in Academic Writing (DRAW) (Mackinlay, 2022) and present data poetry and two case studies that draw upon semi-structured interviews with m…
Sometimes they just want to cry for their mum’: Couples' negotiations and rationalisations of gendered divisions in infant care
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…
Contemporary fatherhood: Social, demographic and attitudinal factors associated with involved fathering and long work hours
Time pressures around work and care within families have increased over recent decades, exacerbated by an enduring male breadwinner culture in Australia and manifested in increasingly long work hours for fathers. We identified fathers who spent relatively long hours actively caring for children despite long work hours and we compared them with other fathers who did less work, less childcare, or less of both. Using 13 waves of the Household Income…
Beliefs and attributions: Insider accounts of men’s place in early childhood education and care
Theoretical perspectives, and a large body of empirical research examining sex-segregated occupations, identify the attitudinal barriers of the majority as pivotal for both workplace well-being and the retention of minorities. Globally, where more than 90% of the early childhood education and care workforce is female, understanding the attitudes of the majority is critical in informing actions to sustain men’s participation. So too are female edu…
Men times ten: Does the presence of more men support inclusion of male educators in early childhood education and care
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 c…
Discarded data: An Ahmedian engagement with young children’s gendered accounts of violence and power
Qualitative researchers can discard data that are unsaturated or unrelated to research questions, but what do we do when these data affect us, or ‘haunt’ us, ‘long after collecting “it”’ (Taylor 2013, 691)? In this paper, we draw upon Sara Ahmed to guide our engagement with ‘discarded data’: young children’s gendered accounts of violence that unexpectedly arose during interviews about rest-time and relaxation in childcare. We show what it feels l…
Identifying factors for poorer educational outcomes that may be exacerbated by Covid ‐19: A systematic review focussing on at‐risk school children and adolescents
School closures across Australia in response to COVID‐19 have persisted since 2020, with rising mental health problems in children and adolescents, alongside rising negative family health and socioeconomic outcomes. Further, some children and young people who were already experiencing disadvantage pre‐pandemic may be at heightened risk of poorer educational outcomes. Therefore, the aim of this study was to conduct a systematic review of the liter…
Communicating the complex lives of families that include a child with Down syndrome
Families of children with Down syndrome experience complex lives and needs, yet the few existing studies on these families are written in conventional academic prose that is not optimal for knowledge translation beyond academia, particularly for busy healthcare professionals. In this paper, we Depart Radically in Academic Writing (DRAW) (Mackinlay, 2022) and present data poetry and two case studies that draw upon semi-structured interviews with m…
How women educators frame the scarcity of men in early childhood education and care
Early childhood education and care (ECEC) is one of the most highly sex-segregated sectors globally.Adopting frame analysis and drawing on 96 semi-structured interviews, this study asks how female educators, who are numerically dominant, discursively construct men's reluctance to seek roles in ECEC and/or sustain participation in the sector.Three primary frames were identified: men are viewed with suspicion; men lack the capacities required for E…
Fighting for our children: A collective responsibility to deliver social and health rights to children with disability
The Challenge of Improving Sleep Practices in Childcare Services: A Randomised Control Feasibility Trial of an Educator Professional Development Program
In developed nations childcare attendance is an integral part of early life for most children. Provision for sleep in this context is commonly enacted as a single mandatory period of lying down. Yet, younger children often require multiple sleep-times, and many older children will cease to require daytime sleep. Waking of sleeping children and distress among non-sleepers is often observed with resulting adverse effects. The benefit of interventio…
At the margin and in the centre: How men working in early childhood education and care frame their role
Men remain underrepresented in Early Childhood Education and Care (ECEC), comprising fewer than 4% of the workforce across OECD countries including the site of this study, Australia. Despite global efforts to increase male participation, men are often the solo male educator and face both stigma as deviants and valorisation as pioneers. The extent to which these binary framings inform men’s professional identity is not well understood. Using frame…
Psychology (8 works) · Developmental psychology (7 works) · Sociology (6 works) · Early Childhood Education and Development (5 works) · Gender Roles and Identity Studies (5 works) · Social Psychology (5 works) · Work-Family Balance Challenges (5 works) · Early childhood education (4 works) · Gender Studies (4 works) · Gender Studies (4 works)