Developing a Positive Masculinity Approach to Fraternity and Other College Men

Developing a Positive Masculinity Approach to Fraternity and Other College Men

On March 3 of this year, I posted a response to Caitlin Flanagan’s “The Dark Power of Fraternities” to the ACPA Men & Masculinities blog. The post briefly addresses a common occurrence when discussing fraternity life in the American higher education system. Media and commentators frequently highlight troubling statistics and pervasive attitudes that exist within Greek Life; a means to devalue the positive and developmental qualities we claim are espoused by fraternities. This often loud and critical perspective on Greek life creates a need for self-preservation. In the Winter 2014 issue of Perspectives, a publication of the Association of Fraternity/Sorority Advisors, Editor Heather Kirk writes:

When the media picks up an incident that seams sensational or shocking, we swing into reaction mode. ‘How could this happen,’ we ask. ‘What were they thinking?’ ‘Not again.’ Just as often, we say ‘But this is a small population; most of the students do the right thing.’ Or, ‘But fraternities also provide leadership and growth experiences.’ And of course, ‘The media is just trying to sell copies” (pp. 3). 

Kirk adequately describes the current state of affairs within conversations regarding the future of fraternity life in higher education. While we listen to external critics with little knowledge of fraternal structure and transformative experience call for an end to American Greek Life, we develop a “protect our house” defensive mentality that does not serve a productive purpose. In my previous post to the ACPA blog, I state:

Let’s stop debating the pros and cons of fraternity life. We cannot sit down with the statistics of philanthropy dollars raised and the number of sexual violence reports and decide on which overshadows the other. Placing a quantifiable value on each positive and negative action to prove our stance is not only impossible, but [also] harmful to the overall discussion.

While I continue to believe that we spend too much time defending the future of fraternity life, I am inclined to clarify my perspective. The often-hostile back-and-forth that exists between various campus and community partners adds little to the conversation. The time has come to adopt a new perspective on our college men. We must recognize that there are men inside (and out of) fraternities who are exhibiting dangerous behavior and attitudes. While not disguising this fact, it is important to affirm that most men are not responsible for such actions, and many college men add positive value and advance the mission of higher education.

In “Affirming the Strengths in Men: A Positive Masculinity Approach to Assisting Male Clients,” Matt Englar-Carlson and Mark S. Kiselica (2013) note that existing research on masculinity is problem-focused, emphasizing the “deficits of and the difficulties created by men” (pp. 399). When discussing the culture of fraternity men in “Beyond Bad Behaving Brothers,” Harper and Harris (2014) perfectly highlight this deficit-based approach to masculinity, summarizing the popular perspective on college men as follows:

They are 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, radically exclusive, homophobic fraternities (pp. 703).

When addressing men and masculinities, research and scholars often develop a foundation within the deficit model described by these previous authors. During the 2011-2012 academic year, I was a senior Sociology & Gender Studies major at Washington & Jefferson College. Through the senior capstone experience, I was able to foster a basic understanding of and interest in the area of men and masculinities. While fortunate enough to present my findings, titled Eliminating the Gender Gap: Research into Past and Present Achievement Levels Between Students of Washington and Jefferson College, at the 2012 North Central Student Sociology Conference, the entire focus operated on a deficit model. The paper cited decreasing percentages of males in higher education as well as persistence to graduation, lower participation in campus activities and leadership positions, and extrinsic factors as the motivating force to higher education. While the idea of assigning negative characteristics to masculine identity provides a foundation to the study of college men, we must remember that there are those achieving healthy masculinities and engaging campus opportunities (Harper & Harris, 2014, pp. 704).  

Englar-Carlson and Kiselica (2013) assert that our fixation on viewing men as defective has been culturally fostered through historical notions of success and expectations of gender performance. We assigned positive traits to women, inhibiting the productive conversations we have with our male college students. Through socialization, men are bombarded with biases that reinforce a preconceived lack of healthy and adaptive behavior (pp. 401). In essence, we continue to allow the extreme incidents of a few men to blind us from the empowering and productive experiences of others.

How can we foster the healthy masculinities that exist and promotes cultural competency? Englar Carlson and Kiselica (2013) cite a shift in dialogue to allow all men to understand the standards of which they can achieve. Examples of this shift may include the “protector” role. A historical deconstruction of this image reflects power, dominance over women, and physical strength; however, reframing this to illustrate new understandings of traditional masculinity can mean loyalty, responsibility, and courage (pp. 401-402). Using positive psychology, college men counter stigmatizing language with specifics of where and how healthy masculinity has been enacted. When we change discourse from “bad-dogging,” as Jason Laker would describe it, to conversations on what positive masculinity looks like in a community context, men are not felt to be inherently flawed by birth.

It is important to develop an understanding of a positive masculinity approach to college men before applying this theory to segments of the campus population; however, the same concept noted here can be implemented when fostering development in our fraternal organizations. Just as men are not biologically damaged, fraternities are not organizationally harmful. It is the culture of masculinity that has infiltrated these societies and been allowed to persist over time that must be changed. The foundation of fraternities is to bring together men to share in a common bond while advancing unique values. In theory, fraternities provide a prime space to initiate and test the positive masculinity approach. Refocusing the conversation to how our fraternity men have upheld these immutable principles provide a context to the expectations we require while reinforcing praise when healthy masculinities are achieved.

References:

Englar-Carlson, M. & Kiselica, M. S. (2013, October). Affirming the strengths in men: A

positive Masculinity approach to assisting male clients. Journal of Counseling & Development. Vol. 91, 399-409

Harris III, F. & Harper, S. R. (2014). Beyond bad behaving brothers: Productive

performances of masculinities among college fraternity men. International Journal of Qualitative Studies in Education. Vol. 27, No. 6., pp. 703-723.

Kirk, H. M. (2014). Editor’s Note. Perspectives. Association of Fraternity/

Sorority Advisors. Winter. pp 3.

About the Author

Mike Prinkey serves as the Area Coordinator for Student Conduct under Residential Life & Student Activities at Champlain College. While studying Higher Education Administration at Northeastern University, Mike was the Program Assistant for the Office of Fraternities, Sororities & Independent Living Groups at the Massachusetts Institute of Technology, as well as the Graduate Assistant to the Office of Multicultural Student Affairs & GLBTQ Resources at Emerson College. Mike is a proud alum of the Alpha Tau Omega Fraternity from Washington & Jefferson College.

You can contact Mike through:

Email: michaelcprinkey@gmail.com

Twitter: @McPrinkey

Set Perfectionism Aside

Set Perfectionism Aside

I spent the greater part of the week torn over what I should write about for the Men & Masculinities blog. I had these grandiose ideas of writing something that would change the landscape and contain some groundbreaking original thought. Something that would move readers. I was so caught up in this idea of writing something profound or perfect that it actually kept me from writing. Where else does this happen in our lives?

I see this every day in my own life. We are so obsessed with making sure everything we do is perfect. The never ending quest for perfection is absolutely debilitating. It doesn’t breed productivity, but rather keeps us from engaging and moving forward. But before I making sweeping statements and claim that we all are always striving for perfection, I will say it’s cultural. For me, it’s a privilege I have to strive towards perfection. I am a white, heterosexual, temporarily able-bodied, male on a predominantly white campus. I have been told all my life that I should be creating and disrupting.

I am so afraid that this mission for perfection prevents us from action. And then I realize through my own identities that I also have the privilege to not so anything. I can perpetuate norms day in and day out and nearly never be questioned. I have the undeserved privilege to not even have to say a word. This ranges from the countless micro aggressions I see in person or the conversations I share with students about hetero and sexist norms. I don’t have to say anything.

These perfectionist tendencies leave us always straining our brains or sifting through the research to figure out how to have these conversations. We are left with thoughts of, “what if I say the wrong thing,” “what if this person then doesn’t like me,” “what if I don’t think I am the expert?” It’s absolutely paralyzing. So we are able to slowly back away and not say a thing. We have unreal expectations that there is only one way to make change. We have unreal expectations that there is only one way to have a conversation. It’s time to move the discourse from perfection to good enough. What if any conversation was good enough?

Dr. Stephen Quaye spoke at ACPA 2014 and left a sentiment that brings to light so much of our fear. Dr. Quaye suggests that we should move from being “Perfect to Good Enough.” He went on to say that the culture of perfectionism has become a defense mechanism for the fear of failure. And isn’t it just that? We are so afraid that the conversations we have with our students just might not work. But for a moment, think about one conversation that changed your life or your perspective.

Have the conversation even if you don’t think it’s perfect. Say what needs to be said even if it’s not perfect. Because without even starting that conversation, we perpetuate the cycle. Maybe that one conversation you have will be enough.

How does this relate to men and masculinity? As a white male, this is one of the biggest problems. We need to have conversations with the students we interact with and begin to help them to identify themselves within identities. Be a support for to our students as they begun to understand their identities and privileges that they hold. Empathize. But number one be willing to share the conversation. Because my silence perpetuates white supremacy and patriarchy. We need to guide our students through these conversations rather than hope someone else will bring it up.

1.       Have the conversation

If you can’t complete this, please go back to the beginning and read again.

2.       Seek their Story

There is so much humanity and so much community when you allow a space for someone to share their story. You both have now spent time and energy sharing and making meaning of what their young person’s life is like. You can begin to seek to understand why they say what they say or what they think. We can begin to then understand what questions to ask them in order to help them. We can ask them how they feel about their origins or how they fit into the world of binaries we have created. In particular with masculinity, sexism and our patriarchal society.

3.       Your story is your own

Do not expect your students to be where you are or to understand you immediately. Our nation is suffering from a lack of ability to take another’s perspective. We are surrounded by individuals that have rarely imagined life beyond their very own story. When you are sharing a conversation it is important to remember that you are where you are because you have spent your whole life as you.

But even more, my understanding of masculinity is not the same as one of my best friend’s understanding of masculinity. We must be aware of our identities and how culturally it impacts us all differently.

I know I haven’t said anything profound but I hope we can begin to shift our thinking from perfect to good enough. Any conversation is better than no conversation. Say something when you hear something. Because after all my silence perpetuates white supremacy and patriarchy so you can at least count on me.

About the Author:

Evan Knoespel is currently a Hall Director at Iowa State University. He earned his graduate degree in Higher Education and Student Affairs from the University of Iowa where he served as an Assistant Hall Coordinator. He earned his undergraduate degree in Sociology from the University of Wisconsin-La Crosse. Evan also previously served as an Intern at the Savannah College of Art and Design.

Reflecting on Our Past, Visioning Our Future: Celebrating 30 Years of Men & Masculinities Work in ACPA

Daniel Tillapaugh, Ph.D. @dtillapaugh

University of Maine

Chair, Standing Committee on Men & Masculinities

            In 2004, Harry Cannon, one of the founders of the then-Standing Committee for Men, wrote a lovely retrospective article of the SCM’s first 20 years.  The article – a brilliant history lesson on the founding of the SCM within ACPA’s organizational structure and other key aspects of the tensions between the feminist men’s movement with those within the men’s rights movement – provides a helpful reminder about the power of place.  Cannon (2004) writes:

The Standing Committee for Men has been ‘built into’ the institution that is ACPA.  The
            committee members not only find strength in each other, but have – over two decades –
            continued to make a difference in the lives of men on their home campuses. (p. 2)

A decade later, these sentiments still ring true.

              Over the past ten years, five chairs have led this organization and its work along with many dedicated and engaged directorate and leadership team members.  Matt Helm (2004-2006), Mike Strong (2006-2008), Paul Brown (2008-2010), Z Nicolazzo (2010-2012), and myself (2012-2016) have had the privilege of serving as chair of this organization, and even in a decade, the organization has continued to evolve.  The founders of the SCM were clearly supporting a pro-feminist perspective (Cannon, 2004), and that continues today.  Several years ago, the SCM’s leadership team reaffirmed the organization’s vision statement “to be a preeminent clearinghouse of information, knowledge, and professional development on issues related to men’s identity and development for all student affairs educators” (SCMM, n.d.).  We continue to aspire to this vision, and we are working proactively to reach this every day.

These past ten years have brought along new mile markers in our work to attain our vision statement.  In 2007, the inaugural Conference on College Men (CCM) was launched in collaboration with NASPA; the CCM has continued to be a biannual event with work already beginning for the next CCM in 2015.  In 2010, we saw the establishment of our Scholar-in-Residence program, which has provided opportunities for the dissemination of research and scholarship on college men and masculinities work by emerging scholars.  Throughout that time, we have been honored to have Chase Catalano (2010-2011), Dr. Brian D. Reed (2011-2013), and Dr. Brian McGowan (2013-2014) serve in this role, each with their research that provides an intersectional perspective of gender and other social identities.  Over the past few years, we have maintained a wonderful partnership with our colleagues in the NASPA Men and Masculinities Knowledge Community through three joint publications.  In 2012, we saw our name change officially from the Standing Committee for Men to the Standing Committee on Men and Masculinities with wide support of our members and the ACPA Governing Board, and the publication of an excellent publication on men and masculinities issues from a group of graduate students and new professionals.  2013 brought about increased opportunities for leadership involvement within the SCMM through Coordinator positions, one year appointed leadership roles.  Additionally, we launched our SCMM blog, which has continued to serve a vital role in the dissemination of knowledge for our members.  Personally, I was proud as both Chair and my role as a professor in the Higher Education program at the University of Maine to have the graduate students enrolled in my College Men & Masculinities course this Fall publish thoughtful and insightful blog posts here on the SCMM blog. 

This year brings a great deal of celebrating our past, present, and future.  We hope that you’ll continue to check out this space over the coming months to read the terrific insights of scholars and practitioners as well as some recognition of our 30 years of history.  Our social and awards ceremony at ACPA on Monday, March 31 from 6 – 7 p.m. in the Indianapolis Marriott Downtown – Boston will serve as a formal time to have our members come together and honor this momentous occasion.  However, our celebrations will happen outside of convention as well.  We have plans for a new webinar series that will be free to our members which will be launched this Spring, and we have established a partnership with ACPA’s quarterly online publication, Developments, which will publish a series of articles relating to issues of intersectionality and college men and masculinities.  We look forward to all of these opportunities to connect with you around these important issues within our community.

What comes next?  We have so much potential for our collective work in this next decade ahead.  The Standing Committee on Men and Masculinities is lucky to have a membership that is passionate about the work that we do and who supports our collective work.  Whether it’s connecting with us via Facebook or Twitter, in open meetings at convention, or other avenues, we welcome your involvement, input, and insights.  As we look forward to our 40^th anniversary in 2024, I hope that our collective work continues to be informed by excellent research and scholarship, outstanding practices that aim to help support our college men, and partnerships that can move our field forward.  Thank you for your engagement, involvement, and support.  I look forward to connecting with many of you who will be in attendance at Indy ’14. 

References

Cannon, H. (2004).  Back when…  Men on campus: Standing Committee on Men Newsletter. 
            Washington, D.C.: ACPA.

Standing Committee on Men & Masculinities (n.d.).  Vision Statement.  Retrieved from
            http://www.myacpa.org/scmm

Recruiting Males to Higher Education Through A Strength Based-Positive Masculinity Perspective Part I

The late Mr. Nelson Mandela once said, “Education is the most powerful weapon which you can use to change the world.” What a powerful deposition? Being a higher education professional myself, I am biased towards such a statement. I do agree with Mr. Mandela on the power and importance of education. Therefore, continuing education through higher education is important for citizens of the United States. In fact, Margaret Spelling who served as the United States Secretary of Education (2005-2009) once said, “Higher education is confronting challenges, like the economy is, about the need for a higher number of more adequately trained, more highly educated citizenry.”

 

Such a statement validates the importance that education, especially higher education, has in society. Ultimately, if higher education were not important, then higher education would not have began with Harvard University in 1636 and multiplied into 4,495 degree-granting institutions by 2010 (United States Department of Education, National Center for Educational Statistics, 2012).

In the beginning months of the blog site for ACPA Standing Committee for Men and Masculinities I submitted a blog titled Mentoring College Men to Close the Gender Gap: An Interdepartmental Approach for A Small Regional Campus, which can be found at http://acpascmm.blogspot.com/2013/08/mentoring-college-men-to-close-gender.html. It is clear through scholarship and research that there continues to be a definite gender gap in regards to college enrollment, academic performance, and college graduation between women and men.

 

My primary responsibility for Western Kentucky University’s Glasgow Campus is to recruit students. This has put me on the frontline of interacting with prospective students. My experience bolsters research and publications that explore the gender gap that exists in academics. While meeting and having conversations with prospective students, female students tend to be more interested in pursuing higher education (specifically a four-year degree).

 

My involvement in the ACPA Standing Committee for Men and Masculinities has developed an interest to do more to excite men of rural Kentucky to attend an institution for higher education. The obstacles that males in rural Kentucky face are plentiful. Such obstacles include socio-economic status, lack of resources, role models, culture, gender roles, home life, peer influence, etc.

 

Ultimately, higher education is important and continues to be important in society. While I am not under the belief that every male in the United States must enroll at an institution of higher education, I do believe that males should be enrolling in equal amounts as females. So, this begs the question: How can one best recruit men to higher education?

 

One way of bettering recruiting efforts towards men (specifically from rural areas) is through a positive psychology/positive masculinity model (PPPM) as a strength- based approach. People are familiar with the maladaptive aspects of males such as violence, competition, and aggression (Englar-Carlson and Kiselica, 2013, p. 402).  However, there are many redeeming qualities that males exhibit that are positive, healthy, and admirable forms of masculinity.

 

“Positive masculinity is about changing the dialogue to what men can strive for that transcends the sexist socialization they have experienced. Many men remain confused about who they are or who they should become in terms of gender roles. Therefore, positive-healthy masculinity can be a vehicle to mediate the essentialist and destructive stereotypes that cause much unnecessary suffering for men, women, and children,” (Englar-Carlson and Kiselica, 2013, p. 401). 

 

Essentially, the PPPM approach can be utilized in recruitment efforts by incorporating male strengths into dialogue about higher education. With less male students enrolling to college (specifically males from rural areas), I see the PPPM approach as a means to get behind the masculine stereotypes to show prospective males students the opportunities that can be had through higher education by expounding upon strengths.

 

This approach can provide an opportunity to challenge men who may lack purpose or direction in life (Englar-Carlson and Kiselica, 2013, p. 403).  Englar-Carlson and Kiselica (2013) suggests that using this approach consists of affirming and building upon male strengths in the following ways (p. 404-405):

1. Male ways of relating.  Recognize that boys and men, especially traditional males, tend to form fiiendships by engaging in activities that have a high action orientation, such as playing a game of basketball or working on a project together.

2. Generative fatherhood.  This refers to the way adult men care for the next generation by responding in a consistent way to the needs of children over time. For example, loving fathers stimulate the physical development of their children through rigorous play, promote the autonomy and socialized behavior of their children through the teaching of values and rules and the application of consistent authoritative discipline, and foster their children's cognitive development through various forms of intellectual stimulation. Older men, especially when they are in the role of grandfather, express their love by offering their wisdom and support to younger generations.

3. Male ways of caring.  Many men are socialized to protect their loved ones, to fix things around the house, and to offer solutions to others when they are faced with a problem.

4. Male self-reliance.  Western male socialization often teaches boys and men to use their own resources to solve problems and handle difficult situations. Psychologically healthy men enhance the expectation to be self-reliant with a consideration of the advice and assistance of others to address life's challenges.

5. The worker-provider tradition.  Being a worker and a provider is often a cultural expectation and a source of pride and fulfillment for many men.

6. Male daring, courage, and risk taking.  Healthy men express their courage by taking risks without being reckless. At times, they may be called upon to face peril for the sake of completing a task or protecting a loved one.

7. The group orientation of men.  Many men, across cultural groups, have learned to socialize and work in groups, such as athletic teams, fraternities, and military units.

8. Male humanitarian service organizations.  Throughout the history of the United States, numerous humanitarian organizations began as organizations of men dedicated to serving others, such as the Loyal Order of the Moose and the Lions Club International. Counselors should honor their male clients who participate in such organizations and help other male clients who are seeking positive companionship in their lives to explore and join male humanitarian groups.

9. Male humor.  Men tend to use humor as a way to diffuse tension, express affection, and find escape from their worries.

10. Male heroism.  Men look for and learn from their heroes, who represent a broad spectrum, from some of the great figures in history, to athletic stars, to everyday decent men.

Of course, this counseling approach is just conceptual in the realm of higher education and recruiting. More over, the decision of attending an institution of higher education is eclectic in regards to variables. However, I am curious to apply most (if not all) of the male strengths listed above in recruiting male students to an institution of higher education. This can be done through dialogue and engagement with prospective male students. Ultimately, the purpose of using such a model is to surpass barriers that exist due to negative aspects of masculinity to help encourage males to pursue higher education.

 

This is part one of a post. In the sequel to this blog post, I will share my experience in using the PPPM approach to recruiting male students to an institution of higher education.

Englar-Carlson, M. and Kiselica, M.S. (2013). Affirming the strengths in men: A positive masculinity approach to assisting male clients. Journal of Counseling & Development, 91. 399-409.

National Center for Education Statistics (2012). Fast Facts. Retrieved from http://nces.ed.gov/fastfacts/display.asp?id=84

Education of Masculinities Through Video Games

“BOOM, headshot!” can be heard echoing down the hallways of many homes, residential halls, and apartments complexes as adolescents and emerging adults go on a virtual shooting rampage with their friends in the latest video game to be released. While this may sounds terrifying to some, the reality is, it is happening. It’s no secret that that these games are now a common everyday activity that many men participate in. In a week, men play an average of about 13 hours of video games (Kimmel, 2008). Our new generation of students has always had technology in their lives, and it’s important to remember from here on out, they always will. Video games are beginning to fall to the front and center of the media as one of these technologies, but the question is, for better or worse? Blamed for escalation of violence in our youth, video games have been a defining influence in many of our students today (Kimmel, 2008). I urge our current and future educators to not focus their energy on stopping this industry, but instead to focus their aim on helping men understand their own development of masculinities.

            It is important to first recognize what values and societal expectations are being portrayed within these games. Think of a video game character. Odds are the character that you just thought of, was a heroic male. This is because predominantly male characters are the stars of the game. Let’s take Mario for example. Mario is the well-known plumber who has set off from the ‘Mushroom Kingdom’ to save the princess from Bowser, the main antagonist of the series, no matter what obstacle stands in his way (McLaughlin, 2010). It is in this way that gamers from a young age get an idea of what it means to be a man. The notion that they are expected to be brave and self-sacrificing is strongly emphasized within these games and throughout all media as a whole. Because of this, there is an unspoken expectation within society for men to take on these roles. This can be particularly stressful for men who are not yet ready to be a leader, but feel the pressure to step up.

            It seems now that every hero needs his “damsel in distress.” It is very common that games have females who portray this role. Thus, women are projected as objects of desire for men to seek out. Objectification of women through these games gives some men the sense that they are superior and creates a false sense of what women want from a guy and perpetuates the assumption that all men identify as heterosexual. Men’s perceptions become skewed and what they expect is not always what they get in real life. Family Guy, a popular cartoon targeted at young adults, depicts this discrepancy in a brief clip using the popularMario character discussed before.  Beyond this, woman are often used as sex symbols for men. Perfect slim, hourglass shaped bodies, large breasts, and a flirtatious personality are all the essentials of a well-liked female character. Often a side character, these females usually have clothes that show off their sex appeal.  These images become ingrained in many men’s mind as what women should look like. Though often unrealistic, it is no secret that sex sells. With men as the primary consumer, there is little chance that these depictions are changing anytime soon. 

             Another expectation that is portrayed in video games is that men become super macho killing machines. Popular games, such as Gears of War and Halo, have an emphasis on strong male protagonists with game play focused content of shooting and killing the “bad guys” with a variety of violent weapons. What draws men to these games? Power. Power is the value that is being illustrated in these games (Kimmel, 2008). What feels more powerful then picking up a rocket launcher and firing it at a crowd of enemy monsters? The answer is, probably not a whole lot. In real life, many of these men perceive that they have very little power or control over where they are or what they are doing in their lives (Kimmel, 2008). Thus, the video game becomes an outlet for them to feel the power and control they are missing in their own lives.  While this is probably not the reason for violent behavior itself, the fact remains that these games help construct a fictional reality of what it means to be man. 

            Who are these “guys” anyways? The way we describe them makes them sound like sex crazed, ruthless monsters. It might be surprising to find out that these killing machines are the stunning good-looking men featured here.

Looks are everything these days. Almost all the heroes of these stories are physically perfect. Being athletic, muscular, having six pack abs, and stunning smile are all the must haves of a lead character. But what does this image of an overly perfect body mean for the development of our youth. Studies have shown that men have similar body issues as females, but in different ways. Men seek the muscular physique that is so openly displayed in these games (Harper and Harris, 2010). Many underweight men view themselves as less desirable, felt as though they were more likely to be rejected, and were often found to be lonelier  (Harper and Harris, 2010). We must recognize that body issues are become increasingly prevalent in men, and video games are just one of the many media outlets that contribute to this type of thinking.

            Video games are evolving and rather then working against them, we, as college student educators, should be working with them. It will be impossible to instantly change the culture of the gaming industry, but it is not impossible to change the way men critically think about their own identity in relation to the games they are playing. I suggest 3 simple steps that will engage guys in their own development of masculinities through video games.

1.      Relate and understand the games that they are playing. Nothing is more off putting then someone trying to make a point on a subject matter they don’t know well. Take time to ask questions or independently research popular games, so that you can discuss things on their level. Knowing the details makes you more relatable and opens the lines of communication. If they start talking about something you don’t know, ask them to explain.  This places you in their playing field.

2.      Facilitate a discussion with them. Find out how they view the character’s roles, the story, and what they enjoy about it. This is a time for them to teach you about the game on a personal level.  Give them time to talk. Just through them talking alone they may pick up on some of the stereotypes and stigmas that are hidden throughout games. This will allow them to personally reflect on their own thoughts and opinions.

3.      Educate them about how you perceive characters and aspects of the game, and take some time to point things out that you see things differently. Get them actively engaged in the conversation, and have them discuss how they see things differently. The age of an individual is a major factor in the amount influence a game can have. Because of this, it is important to discuss how different ages may warrant different conversations.

            There is no way that, as an educator, you will be able to teach every guy everything you want to about this topic and completely open their eyes to everything that is being ingrained in their minds. But we can slowly make change if we try and engage these men in critically analyzing what they are being exposed to. As they set their aim on other players, we should be taking our best shot at getting them proactive at recognizing the depiction of masculinities in these games.

 

Kyle McAuliffe is currently an Academic Support Coordinator at the University of Maine for the Department of Residence Life.  After receiving his BA in Psychology at the University of Maine, he decided to return for graduate school in the Master’s program in Student Development in Higher Education.

References

Harper, S. R. & Harris F. III (2010). College men and masculinities: Theory, research, and implications for practice. San Francisco, CA: Jossey-Bass.

KANOMI. (2013). Retrieved from http://metagearsolid.org/2012/04/mgs2-review-            chapter-1/female-video-game-characters/

Kimmel, M. (2008).  Guyland: The perilous world where boys become men.  New York, NY:
            Harper.

McLaughlin, R. (2010). IGN persents the history of Super Mario Bros. It’s-a Mario! A look back on the greatest franchise in gaming. Retrieved from http://www.ign.com/articles/2010/09/14/ign-presents-the-history-of-super-mario-bros?page=1

YSAFE. (2013). Retrieved from http://iheartbeingagirl.blogspot.com.es/2013/03/why-so-many-
            videogame-characters-look_19.html