高等师范类院校学前教育专业主要培养具有一定理论和实践知识的高级幼教人才，本专业男女比例差异悬殊，男生极少。研究者认为，这一现象有着很高的社会学分析价值，因为从宏观角度看，这不仅是一个性别问题，更是一个社会问题，而且是一个涉及阶层、家庭经济状况、年龄、性格、学习能力，甚至长相、性格等的综合性社会问题。本文以“‘超越’社会性别理论”为观察视角，通过对北京某著名高等师范院校教育学院学前教育专业7位男生和2位女生的访谈，获得一手资料，在此基础上综合分析该校学前教育专业男生的学习状况及影响因素，其中包括对他们专业选择、专业学习，以及专业发展的研究，在此基础上，进一步用 “‘超越’社会性别理论”所提倡的综合、多维、流动的分析方法进行社会学研究，挖掘深层次的影响因素和相互之间的关系。基于“‘超越’社会性别理论”视角，研究发现，学前教育专业男生在专业选择、专业学习以及专业发展和规划上的特点有：第一，在专业选择上，他们有一套独特的自我妥协机制，经历了从“被选择的”和“无奈的”到依旧欣然前来上学，这中间充满着全方位权衡以及自我说服、自我劝慰的复杂心路历程，这中间有“妥协”和“退让”，有“牺牲”和“交换”。如有的被访者是因为家庭经济情况不好，受到免费师范生的经济资助政策吸引，这是以“牺牲”专业来换取经济资助；有的被访者是感觉“学校好、学校地理位置好”，就在专业上做出了妥协，“虽然不怎么喜欢，但还是来上了”，这是以牺牲“专业”换取声誉；第二，在专业学习上，就学前教育专业男生而言，存在着一套复杂的角色变换机制，经历社会所处阶层劣势——性别上的优势——学业表现上的劣势——就业上的优势，这些都表明，在学前教育专业男生的专业学习及发展中，存在一套复杂的流动和角色变换机制；第三、在专业发展和就业上，被访者大都表示，就知识层面言，对学前教育专业感兴趣，但具体到就业，他们又大都不愿意去幼儿园做一名普通老师，由此可见他们在对待专业发展上的复杂心理。总之，通过本研究，我们对于学前教育专业男生的专业选择和适应机制的认识更加丰满了，同时，对于体现在以学前教育专业男生为代表的诸多弱势群体身后的复杂社会制度安排也有了认识和了解。在此基础上，本研究认为，学前教育专业男生的专业学习过程中凸现的诸多问题，只不过是社会大背景下社会结构性问题的微观缩影，弱势群体是多种多样的，而在某种程度上讲，所有的弱势群体都不过是社会结构变迁大背景下的牺牲物。在他们的生活中，处处充满着妥协、退让、无奈、牺牲和交换。

Preschool education major in normal university mainly bring up pre-primary education personnel, there are a little number of male students study in this major, they were influenced by traditional concepts. I believe that there is a great sociological analysis value on this problem, for, from a more macro perspective, the disparity between the sex ratio is not only a gender issue, is also a social problem , it’s a problem which related to class, age, personality, learning ability, and even appearance, personality etc. In this paper, I try to investigate this problem based on the ‘beyond’ gender theory, I visit seven boys and two girls who studied in a institute of Education in a well-known Higher Normal University in Beijing, then take a comprehensive analysis including the professional studies, professional learning and professional development planning of them. Based on “the ‘beyond’ gender theory”, we found that the characteristics of the schoolboy in professional choices, learning and development planning: First, the boys have a unique pre-professional compromise and mechanism for self-persuasion, experienced a "choice" and "helpless" to “come to school”, which was full of all-round balance between self-persuasion and the complicated process of mind, middle, compromise, "sacrifice" and " exchange". For instance, some respondents come to this college because of bad economic situation of families; this is the "sacrifice" in exchange for professional financial assistance. Second, in the professional study, the boys on the pre-professional have a changing role and a complex set of mechanisms, from a social class disadvantaged →the academic performance disadvantaged, →the advantages of employment, which showed that, there is a set of complex mechanism and a role－transformation mechanism in their learning and development; Third, most of the respondents have answered that they have interests on the preschool major, but when related to employment, they are unwilling to be an ordinary kindergarten teacher. In short, by this study, we have a deep understanding about the study of the boys in the preschool education major, at the same time; it also reflects some complex social systems and social structure that behind the students, we also see that all the vulnerable groups is a sacrifice of social structure changes. In their lives, full of compromise, concession, helplessness and sacrifice.