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• W2520005462 abstract "Social scientists, educational researchers, postsecondary educators (including student affairs professionals), and others have attempted to understand problematic behavioral trends and developmental outcomes among undergraduate men. Little attention has been devoted to examining the masculine identities and ideals about manhood that these students bring to college contexts, hence the purpose of this study. The sample comprised 68 undergraduate men representing a range of backgrounds and subgroups. Findings indicate that parental influences, interactions with same-sex peers, and involvement in youth sports were socializing factors informing ideas about masculinity that students brought with them to college. Recommendations for supporting the college transitions and gender identity development of undergraduate men are offered. Educators and administrators have become increasingly concerned about undergraduate men’s development and behaviors in college. Sexual assault cases, increased incidents of fraternity hazing, homophobic hate crimes, and alcoholrelated deaths are among the issues that have sparked recent attention. In addition, postsecondary educators report widespread disengagement, misbehavior, and underachievement among undergraduate men (Davis & Laker, 2004; Edwards & Jones, 2009; Harris, 2008, 2010; Harris & Edwards, 2010; Laker & Davis, 2011; Ludeman, 2004). According to Harper and Harris (2010), these students have been routinely characterized as “drunken, promiscuous, academically disengaged lovers of pornography, sports, and video games who rape women, physically assault each other, vandalize buildings on campus, and dangerously risk their lives pledging sexist, racially exclusive, homophobic fraternities” (p. 10). Social scientists, educational researchers, and others have attempted to understand why college men behave so badly. Missing from the literature are examinations of the masculine identities and ideals these students bring with them to college. Men’s Precollege Gender Socialization 50 Research on childhood gender identity formation suggests that socializing practices are deeply influential (Ferguson, 2007; Pollack, 2000). These encompass interactions with adults who communicate messages about gender-appropriate behaviors and attitudes. Ferguson (2007), Pollack (2000), and Adams and Coltrane (2005) contend that socializing practices are the primary means by which young boys learn and internalize societal expectations of masculine performances. According to MacNaughton (2006), children are socialized to behave in gender-appropriate ways by observing, imitating, and modeling key agents in their environments. For boys, physical and mental toughness, sexual aggressiveness, homophobia, and athletic superiority are some behaviors and attitudes they often learn to associate with masculinities1 (Whitson, 1990). Might this socialization follow young men into higher education and shape their behaviors on college and university campuses? Researchers consistently link troubled masculinities to undergraduate men’s poor help-seeking behaviors (e.g., Edwards & Jones, 2009; Good & Wood, 1995; Harper & Harris, 2010), academic underachievement (e.g., Davis & Laker, 2004), disengagement (Harper, 2004), and acts that violate campus judicial policies (e.g., Ludeman, 2004). “Most students who become involved in campus discipline difficulties are men, and most often they are younger, usually in their freshman and sophomore year” (Dannells, 1997, p. 25). Harper, Harris, and Mmeje (2005) constructed a theoretical model to explain why college men are more likely than women to engage in behaviors that lead to judicial sanctions. The authors contend that interactions between six interrelated variables were the underlying drivers of men’s aggression and misbehavior. Precollege socialization (what and how young men are taught about socially acceptable performances of their masculinities) was one variable in the theoretical model. The authors noted that in secondary school experiences and home environments, vandalism, raucousness, and playing with violent toys and video games, are deemed typical of boys, and, therefore, excusable. In fact, Harper et al. (2005) asserted that these behaviors are often met with a passive “boys will be boys” response from K-12 teachers and parents. However, little is known about how this shapes the masculinities men bring with them in their transitions from high school to postsecondary education, hence the purpose of this study. Specifically, the influence that precollege socialization has on undergraduate men’s ideas about and performances of masculinities is considered. 1 Both the terms of masculinity and masculinities are used in this manuscript. While both capture the gendered meanings, norms, and assumptions socially constructed and hegemonically linked to boys and men, the latter recognizes the multiple forms of masculinity that exist and challenges the assumption of a single, stable, or dominant form of masculinity. Journal of the First-Year Experience & Students in Transition, Vol. 27, No. 2, pp. 49-65" @default.
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• W2520005462 title "Matriculating Masculinity: Understanding Undergraduate Men's Precollege Gender Socialization." @default.
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