Abstract
As securing and retaining childcare personnel has become a critical social issue, there is a growing need to reconsider work environments to respect diversity. However, strict appearance norms remain prevalent in childcare practicums, imposing psychological burdens on students. This study aimed to examine how students in childcare training programs make sense of their experiences and develop professional recognition when confronted with appearance-related norms during practicums. Semi-structured interviews were conducted with eight students, and the data were analyzed using qualitative content analysis. Four categories were identified: (1) acceptance of norms alongside recognition of their unreasonableness, (2) discrepancies between prior instruction and workplace practices, (3) burdens imposed by these norms and their influence on career decisions, and (4) exploration of ideal childcare worker images. While students accepted functional and rational aspects of norms, they also experienced strong discomfort and emotional distress due to uniform guidance and inconsistencies with practice. These norms not only imposed economic and psychological burdens but also potentially caused fluctuations in their motivation to enter the childcare profession. However, students also attempted to navigate these conflicts, envisioning childcare workers who respect diversity and move beyond gendered expectations. These findings suggest that appearance norms should be reconsidered not as an individual adaptation issue but as a structural challenge for the childcare sector as a whole, highlighting the need for a shift toward flexible, dialogic guidance that balances functionality with aesthetic freedom.
https://ror.org/047wxqn68 
