Teaching the psychology of men is a critical area for psychology but underdeveloped as a pedagogical discipline. The goal of this special section is to make a “call to action” to increase the number of courses taught in the psychology of men. The history and current status of teaching the psychology of men are discussed and the slow evolution of the discipline over the last 2 decades is analyzed. Five rationales are presented explaining why teaching the psychology of men is important. How the teaching the psychology of men relates to multiculturalism and social justice are discussed, and the personal and political aspects of this pedagogy are described as important classroom issues. Alliances with other specialties in psychology are recommended to further develop the psychology of men curriculum and increase the number of courses taught. The pragmatics of teaching the psychology of men is defined by 2 teaching paradigms that demonstrate the complexity when preparing and implementing courses. The 4 manuscripts and the 2 reactors’ critiques of the special section are described. Future discussion about teaching the psychology of men is recommended with the hope that more courses are developed nationally and internationally.
One half of all students who begin college fail to complete their degrees, resulting in wasted talents, time, and resources. Through use of mixed methods, but primarily qualitative, comparative case studies, this research reveals ways a 3-week course in study strategies improved the performance of students placed on academic probation. The participating students, from a large, public university, reported benefits from the study skills course and studied for twice as many hours after participating in the intervention. A case study of 1 participant illustrates the ways students learned to use varied and effective study strategies. The findings provide empirical support for the use of diverse advising strategies, including direct, specific study-skills instruction for students struggling academically upon matriculation.
Teaching the psychology of men is a new discipline that has been developing over the last 10 years. Little information exists on the number of courses taught, the curricula used, and the teaching strategies employed. This research reports a nationwide survey of psychology of men courses and the professors who teach them. A mixed method study was conducted by surveying psychology of men professors (n = 44) and completing a content analysis of their syllabi. The survey polled professors about their: (a) course content, (b) teaching processes and strategies, (c) difficulties and dilemmas when teaching, and (d) personal reactions to teaching the psychology of men. A content analysis of the syllabi calculated the overall dimensions of the courses and the core topics listed in each syllabus. Most courses address topics that support the mission statements of the Society for the Psychological Study of Men and Masculinity (SPSMM). Commonalities exist in the content taught and many different teaching strategies are used in the classroom. The survey research and the content analysis were discrepant in a number of areas. Discrepancies were found between what professors report teaching and the content analysis of their syllabi on the following topics: men's oppression, healthy positive masculinity, women's issues, and research. The qualitative results indicate that the professors enjoy teaching the psychology of men but also face dilemmas and challenges in the classroom. The results indicate that teaching the psychology of men is becoming established as a discipline but greater involvement is needed from more psychologists in various specialties of psychology.
Providing challenging and engaging learning opportunities is one way to motivate students to learn. In this article, we discuss the contributions of the gifted education field to the development of enrichment pedagogy and identify several different types of these engaging instructional strategies, including interest-based learning pedagogy, differentiation and curriculum compacting, project-based learning, open-ended choice, and the application of creative productivity to students learning. We identify this specialized pedagogy and give examples of how these exciting pedagogical strategies can be implemented in classrooms and by enrichment specialists and school counselors, both for academically talented and for all students. We conclude with a brief overview of research that demonstrates longitudinal benefits for students who are exposed to this type of teaching, suggesting positive outcomes.
Programs for middle-school boys are needed because data suggests that young adolescent males have problems as they grow and develop. Few gender role interventions for boys have been evaluated or published in the professional literature. Conceptual justification for boy's programs is given using psychosocial theory, gender role transitions, multicultural aspects of masculinity, and positive/healthy masculinity. A short term, inexpensive intervention, “The Boy's Forum,” was implemented for middle-school boys who were predominately Hispanic and African American. The Boy's Forum explained the hazards of growing up male (Goldberg, 1977) but also emphasized positive masculinity through empowerment, emotional awareness, and personal problem solving. The use of media, group discussions, empowerment themes, and adult self-disclosure to promote boy's psychosocial growth are described. Evaluation of the program occurred before the program, immediately after the program and three weeks later. Results indicate that a majority of boys attending the Boy's Forum reported that the programming positively affected their thinking, feelings, and to a lesser extent their behaviors over a three-week period. Limitations of the evaluation of this program, recommendations for future research, and the need for future curricular development for boys are discussed.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.