At Step Forward, Ohio’s designated anti-poverty agency for Cuyahoga County, staff members are working intentionally to help change that. The organization, one of the state’s largest providers of Head Start and Early Head Start, serves children from birth to age 5 through early learning and family support programs.
Gregory Jones currently serves as senior site administrator at Louis Stokes Early Learning Center, the largest of Step Forward’s Head Start sites. For him, increasing male representation in early childhood education is deeply personal.
Now in his 16th year in early childhood education, Jones began his career in banking before his family recognized a need in the community and opened a school serving children ages 18 months to 12 years. When that school later closed, Jones brought that same commitment to Step Forward, where he now works with some of Cuyahoga County’s youngest learners.
Through his many years of experience working with youth, one thing became clear: representation matters.
“Perception-wise, people often think careers in early childhood are just for females,” Jones said. “But we need more males to be involved. Children need more male role models.”
For Jones, the most meaningful moments happen in the classroom each day, when children discover something new or gain confidence in themselves.
“This is a field that’s rewarding,” he said. “The joy of working with children and seeing their faces light up as they explore, as they learn and develop—there’s nothing like it.”
Head Start teacher Jonah Baker shares that same sense of purpose.
Growing up, Baker often felt overlooked in school. As one of the only Black children in a predominantly white elementary school, he didn’t always feel seen or supported.
That experience stayed with him and ultimately shaped the kind of educator he wanted to become.
Determined to be the teacher he needed as a child, Baker earned his degree in early childhood education and began his career at Step Forward immediately after college. He has now spent three years in the field.
Today, Baker’s classroom is filled with energy. Children naturally gravitate toward him, drawn to his enthusiasm, patience, and encouragement.
“Having a male role model right there in front of you, teaching you, wanting to see you thrive, that really makes all the difference,” he said.
Baker knows how meaningful it can be for children to have a trusted male figure in their lives, especially for those who may not have one at home.
“I never want to overstep anyone’s parental role,” he said. “But it means a lot when children know they can trust me and come to me. I’m grateful I can be a positive presence in their lives.”
The impact of male representation at Step Forward extends beyond the classroom.
Nearly a decade ago, male staff members launched an effort focused on encouraging fathers and other male figures to become more involved in children’s lives. Now led by Family Service Worker Stephen Gettis, the initiative creates opportunities for men to spend time with their children, build relationships, and connect with other fathers.
“Strong dads create strong families, which create strong kids,” Gettis said.
Throughout the school year, fathers and families gather for events that encourage male involvement from the very beginning.
At the start of the school year, Step Forward participates in Cuyahoga County’s Father’s Walk, which invites dads, grandfathers, and other male figures to walk children into school together. In the spring, the agency hosts a basketball tournament that brings families from different Head Start sites together through friendly competition.
Other efforts focus on the everyday interactions that help strengthen relationships between fathers and children. Through 24/7 Dad, a fatherhood program developed by the National Fatherhood Initiative, participants take part in discussions centered on responsibility, self-awareness, and building stronger relationships with their children.
For Gettis, the goal is simple: helping fathers feel supported and confident in their role.
“It’s about creating a safe space for dads,” he said. “Helping them figure out how to show up for their kids, even if things aren’t perfect.”
The impact of that involvement often shows up in the classroom.
“We see the difference in the kids at school,” Gettis said. “We see behaviors change.”
Educators say children with engaged fathers and male role models often appear more confident, more connected, and more willing to participate in the classroom environment.
For many children, those relationships can become an important source of stability and encouragement during some of their earliest years.
You Can Make an Impact
As conversations around representation in education continue, educators and advocates say early childhood classrooms benefit when children see a wider range of role models guiding and supporting them.
For generations, nurturing and teaching young children has largely been viewed as women’s work. But educators like Jones, Baker, and Gettis hope more men will begin to see a place for themselves in early childhood spaces, too.
Early childhood education offers something unique: the opportunity to make an impact from the very beginning. To be present for a child’s first discoveries, first friendships, and first sense of belonging. To be the person who shows up and makes a difference during some of the most formative years of a child’s life.
Step Forward continues to encourage more men to explore careers in early childhood education and family support services. More information about available opportunities can be found at stepforwardtoday.org/careers. ●
