Male Graduate Students at a “Women’s College”: Examining the Roles of Academic Motivation, Support, Connection, and Masculinity Ideology

Men in Female-Dominated Vocations: a Rationale for Academic Study and Introduction to the Special Issue

“…Using the framework of social cognitive career theory, those authors examine the role of gender role socialization and stereotyping among trainers as they work to prepare male trainees for the profession. Isacco and Morse (2015) similarly turn attention to male graduate trainees, but do so at a traditionally female university, examining how the larger systemic context influences men's experiences with regard to academic motivation, perceptions of support and connection, and intentions to stay enrolled. Those authors also advance the current scholarship on masculinity, attending to adherence to masculine ideology as a moderator for these relationships.…”

Crossing Over: Interdisciplinary Research on “Men who do Women’s Work”

“…This possibility is suggested by Isacco and Morse (2015), who examine the case of men graduate students enrolled in a historically woman's college in Pennsylvania. One hundred ten men graduate students participated in an on-line survey to identify qualities associated with academic success.…”

Gender and social class in study choice: narratives of youth transitions in Spain

“…Additionally, a lack of effort may be justified by presenting 'safe options' that do not require any real effort to be achieved. If researchers worry about how to support male students although they do not seek support (Isacco and Morse 2015), young men might soon receive support without their talent being questioned, while young women's educational success would still be ascribed to effort rather than talent. This may also explain why private schools, known for highly interventionist support-regimes (Davey 2009), are more successful in pushing young men into HE than public schools with their open-door-approaches, In sum, young people from the upper-middle and upper classes receive 'better' support (Reay 2013), as they are more likely to visit private schools (Dávila, Ghiardo, and Medrano 2008), to access 'hot knowledge' (Davey 2009) and to receive emotional backup in their families of origin without endangering their own or their mothers well-being (Reay 2000(Reay , 2015.…”

“…As female students have come to outstrip young men as regards access to university, gender is not usually a topic when considering access to HE in general, but remains central in research on gender-specific degree-course selection (Connell 2009). Examples are females' aversion to mathematics, science, and technology (MST) degrees (Yazilitas et al 2013), but also gender-atypical occupations in general (Alm 2015) or male students in female-dominated institutions (Isacco and Morse 2015). Institutional choice is of interest in highly-segregated HE fields, e.g.…”