I have always been astounded by the
impact diversity may have on students as they encounter these new and profound
experiences, perspectives, and ideas. I
know my personal experience as a college student was forever shaped by these
opportunities college environments provide students. At the same time, the important learning and
development opportunities diversity provides for college students is being
challenged. Just last year, the Fisher v. University of Texas case
argued affirmative action policies for public universities were unconstitutional
to gain a diverse student body for educational purposes.
Specifically, I continue to observe and
process how these experiences of diversity in higher education influence men’s
gender identity development. Recent
studies on college men’s gender identity development suggests diversity
experiences in higher education may influence their gender identities in
positive ways (Harris III, 2010; Edwards & Jones, 2009). Typically, these insights to how college
men’s engagement with diversity in college settings are not the exact purpose
of the research but are recognized as findings that should be explored
further.
Relationships between
college men and diversity experiences
Sax’s (2008) research on gender difference
of college experience and performance found “diverse interactions and learning
experiences as particularly eye-opening experiences for male students” (p.
132). Sax (2008) explained activities that
included a diversity element alter college men’s worldviews and causes them to
question their role in the world. This
is consistent with founded research on diversity and college students. Interactional diversity, student interaction
with people who are different, and classroom diversity, diversity-related
experiences in the formal in-class curriculum, have continued to support
student learning and development in college for all students (Gurin, Dey,
Hurtado, & Gurin, 2002). Harris III
(2010) and Edwards and Jones (2009) studied men’s gender identity development
and suggested diversity experiences in higher education may influence positive
and healthy gender identities.
Harris III’s (2010) research on how men
make meaning of masculinity in college found diversity of campus culture to
generate awareness of masculinity alternatives.
Diverse campus cultures supported the cross-cultural interaction of men
with different backgrounds yielding more complex ideas about masculinity gender
norms and roles (Harris III, 2010).
Harris III (2010) argued interactions through diversity challenged
college men’s conceptualizations of pre-college gender socialized masculine
identities. Interactions with male
student peers from diverse backgrounds allowed for more acceptance of alternative
masculine identities (Harris III, 2010).
Harris III discussed his findings as support for Sax’s (2008) findings
of diversity interactions being eye-opening experiences for college males. The
more meaningful diverse interactional experiences with men from different
backgrounds challenged prior gender socialization and encouraged new gender
identity formations.
Edwards and Jones’s (2009) study of
men’s gender identity development also found diverse experiences to be
significant influencers that allowed for men to develop a more authentic gender
identity opposed to the pre-college socialized identity. Men discovered a more positive masculine
identity through personal influences, literary and historical influences, and
alternative versions of masculinity, academic courses, and critical events in
their lives (Edwards & Jones, 2009).
Edwards and Jones (2009) suggest student affairs professionals expose
men to historical and literary figures and other alternative versions of men
who may provide different ways of being masculine that challenge traditional
gender identities. These studies
suggests diversity experiences promotes awareness of masculinity alternatives
that may potentially promote development of a more authentic masculine
identity.
How does masculinity identities
actively promote or restrict diversity experiences?
I believe it is also important to
understand how college men and their identities may restrict attitudes and
behavior towards actively engaging in taking classes that focus on diversity or
having serious conversations and relationships with people who are different
from them. Due to the socially
constructed norms college men navigate, they may not take classes that focus on
diversity as they are not perceived as “manly”.
For example, men tend to be more interested in engineering and computer
science compared to gender studies, sociology, ethnic studies, or the
humanities (Sax, 2008). College men who
adhere to hegemonic masculinity ideals may demonstrate negative beliefs and
behavior about others who are different than them, reducing in interactional
diversity. How are our academic courses
and co-curricular activities, workshops, or programs that incorporate diversity
strategically marketed and promoted to college men?
Many college men may feel internally
insecure or face external pressures that restrict diversity experiences with
other students, staff, and faculty. When
the “Mask of Masculinity” is worn, college men are going to be more likely to
retreat from engaging in diversity experiences.
They will seek out comfort and safety by adhering to those traditional
masculinity norms that gain acceptance by their peers. College men that adhere to hegemonic
masculinity are likely to also struggle with the emotional expressions, complex
relationships, and new found challenges that diversity experiences may
provoke. I find a lot of young college
men new to universities who also haven’t arrived from multicultural communities
are overwhelmed by the challenges diversity experiences provide. They are still learning the skills needed to
successfully reflect, process, and learn from this engagement. Sax (2008) found college men’s engagement
with diversity activities are also accompanied by heightened feelings of
discomfort. I fear higher education and
student affairs professionals do not do enough to support these men in their
unique challenges produced by gendered norms during these important experiences
with diversity.
So what does this mean
to me as someone who cares about college men’s student success?
I believe well documented positive
learning and development from student diversity experiences and insights to
diversity experiences influence on men’s gender identity development is a
unique and powerful educational tool that higher education and student affairs
professionals can foster for college men.
Meaningful diversity experiences with which a man may engage might be an
opportunity to explore alternative paths of masculinity for healthy identity
development. Diversity experiences may
create reflective opportunities to evaluate one’s own gender identity,
experiment with other masculine identities, and challenge preconceived
expectations of what a man should be to accept a more authentic masculine
identity, one that does not construct gender role conflict. For example, a college man who takes a course
focused on gender equality or race and ethnicities may foster more authentic masculine
identity development. A college man who
has serious discussions with a student from another country and/or whose
political opinions are very different may also create an opportunity for
healthy masculine identity development.
The college years are an intentional
time to help students explore who they are personally and in relation to the
broader world (Settersten & Ray, 2010).
Settersten and Ray (2010) stated, “This makes college a prime setting in
which young people can explore or wrestle with diverse perspectives and issues”
(p. 164). Laird (2005) argued students
are best off with opportunities to experiment with different roles and ideas
before making commitments into adulthood.
Without diversity, students may not have time to explore different
options which leaves only a few pre-college ideas to select from (Laird,
2005). What learning and development is
being missed out when college men do not engage in diversity experiences?
Moving forward
Considering the significance to learning
and development diversity experiences have on college men and their gender
identity development, it is critical to understand in more detail diversity
experiences’ relationship to college men.
We should be not only promoting college men’s engagement with diversity
in and out of the classroom, but also ensuring we follow up with those college
men to support them through the challenges these experiences can produce. I question how college men’s gender identity
may influence their engagement with diversity experiences? We need additional research on how diversity
experiences through course work or interactional diversity experiences
influences college men’s masculinity identity development. I believe there can be a very highly
impactful outcome between college men’s gender identity and diversity
experiences, I continue to explore what these positive outcomes are and how I
can best support them as a student affairs practitioner.
Lucas Schalewski
is an Assistant Residence Manager of McNutt Residence Center in Residential
Life at Indiana University-Bloomington.
Bachelor of Science in Sociology from University of Wisconson-Whitewater
and Masters of Science in College Student Services Administration from Oregon
State University. You can contact him
via email at Lucas.Schalewski@gmail.com or Twitter @Luke_ski.
References
Sax,
L. J. (2008). The gender gap in college:
Maximizing the developmental potential of women and men. San Francisco, CA:
Jossey-Bass.
Harris
III, F. (2010). College men’s meanings of masculinities and contextual
influences: Toward a conceptual model. Journal of College Student
Development, 51, 297-318.
Edwards, K. E., &
Jones, S. R. (2009). “Putting my man face on”: A grounded theory of college
men’s gender identity development. Journal of College Student Development,
50(2), 210-228.
Gurin, P., Dey, E. L.,
Hurtado, S., and Gurin, G. (2002). Diversity and higher education: Theory and
impact on educational outcomes. Harvard
Educational Review 72(3), 330–365
Laird,
T. F. N. (2005). College students' experiences with diversity and their effects
on academic self-confidence, social agency, and disposition toward critical
thinking. Research in Higher Education,
46(4), 365-387.
Settersten, R, & Ray, B. E.
(2010) Not quite adults: Why 20-somethings
are choosing a slower path to adulthood, and why it’s good for
everyone. New York, NY: Bantam Books.
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