Concerns with Men's Academic Motivation in Higher Education: An Exploratory Investigation of the Role of Masculinity

Abstract

In the last twenty years, research has indicated that men as a social group are experiencing disproportionate difficulties in higher education. Typically, these problems have been addressed by investigating men as a homogenous sex, rather than employing gender awareness approaches that try to understand how the meaning of masculinity impacts motivation in higher education. This study was specifically interested in the relationship between conformity to masculine norms and academic motivation. Using exploratory canonical correlation analysis, two significant functions were revealed. The first, demonstrated that as conformity to masculine norms predictor variables: primacy of work decreases and playboy and violence increase, three types of intrinsic motivation decrease. The second function indicated that as conformity to masculine norms predictor variables emotional control, disdain for homosexuality, self-reliance, and winning decrease, two intrinsic motivation scores increase. Suggestions are given for further research in this area.

Dialogical Masculinities: Diverse Youth Resisting Dominant Masculinity

“…Research involving nonconformity to hegemonic masculine norms has been associated with forms of adaptation such as higher motivation in college, higher self-confidence, more open-mindedness, lower divorce rates, and more satisfying relationships (Clark, 1995;Ferber & Young, 1997;Kahn et al, 2009;White & Gaines, 2006). A consistent theme pertaining to adaptability and nonconformity to hegemony is the involvement in prosocial relationships.…”

“…Through examining gender role conflict, gender role stress, gender role trauma, and overall conformity to hegemonic masculine norms, researchers have shown that conformity to male dominance is associated with depression, lack of help-seeking, educational problems, alcohol abuse, health and rehabilitation issues, poor dietary choices, and body ideal distress, among many other concerns (Addis & Mahalik, 2003;Blashill & Wal, 2009;Harris & Harper, 2008;Kahn, Brett, & Holmes, 2009;Kierski & Blazina, 2009;Kimmel & Mahalik, 2004;Larkin et al, 2006;Levi, Chan, & Pence, 2006;Mahalik & Rochlen, 2006;Peralta, 2007;Schopp, Good, Mazurek, Barker, & Stucky, 2007). Although research finds both adaptive and maladaptive aspects of conformity, these results are in stark contrast to prior assumptions regarding conformity to masculine gender expectations and suggest that the pursuit and enactment of dominant masculinity contributes many problems to both those who aspire toward it and those affected by its achievement (Connell, 1995;Kahn, 2009;Mahalik & Rochlen, 2006).…”

Males in Enabling: Painting a portrait through narrative

“…This psychological barrier precludes a high proportion of males from pursing a higher education. Kahn, Brett and Holmesch (2011) found that students from underrepresented areas in society, who were able to follow this trajectory, were often overrepresented in problem areas such as underperformance with academic studies and a higher chance of being disillusioned. In addition, Raven (2012) stated that males from low socioeconomic backgrounds often experienced low expectations from family to see it through to completion.…”

Gender and Performance in Accounting Courses During and After Shock Periods

“…Gender differences in higher education have attracted the attention of scholars as females continue to make strides in college admissions and completion, and have exceeded males in certain areas (Buchmann & DiPrete, 2006;Fortin, Oreopoulos, & Phipps, 2015;Hadjar, Krolak-Schwerdt, Priem, & Glock, 2014;Kessels, Heyder, Latsch, & Hannover, 2014;Spinath, Eckert, & Steinmayr, 2014;Wolfle & Williams, 2014). In particular, researchers have found that males are more likely to experience academic issues than females and seem to struggle more in higher education (Kahn, 2009;Kahn, Brett, & Holmes, 2011;Wolfle & Williams, 2014). Researchers have suggested that "sociocultural factors" influence the behavior of male students in higher education (Harris & Harper, 2008).…”