Exploring College Men’s Relationship (or lack thereof) with Diversity Experiences

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.

A 2014 Challenge to Men Everywhere

            What better space to talk about masculinity and men than the college fraternity? Tonight, I had the opportunity to sit in a room where many of my colleagues answered the question, “Where do you think the fraternal movement is headed in ten years?” Many answers throughout the room ranged from expansion policies to questioning the social Greek-Lettered organization single-sex status. What was not said (yes, I was a bystander in this situation) was the lack of support for men. No one said, “I foresee fraternities increasing the level of support for men,” and that is a shame.

            You might have seen an article recently about an email sent from a fraternity man to his chapter brothers about the “save the sluts” campaign he wanted to start on campus. Chalk another one up to the stupid undergrads who let their internal communication leak and make us look bad. All of us. Not just fraternities or student organizations. All men, everywhere. I think of the “men” who will be attending that institution in the fall and wish them much luck.

            Quite honestly, I am frustrated. Having been in the field about five years, I am a infant within the profession. However, I am sick and tired of very few men standing up to those who commit such blinding acts. I offer three keys in your efforts to encourage the men around you to step up and speak out against acts of hypermasculinity.

            Purpose and value. I get it. Most young men do not have the capacity yet to make certain values-based decisions (damn science!) in their lives. In today’s day and age, we need positive male role models. I question if the main consumer of the fraternal movement also buys in to this notion. What holds us back from challenging the men in our lives from being better people? Living with value and purpose provides guidance to understand our potential to make a positive impact on both ourselves and other men. I wonder if that letter would have leaked if someone in the writer’s chapter said “hey man, that’s not cool and against what we believe.”

            Empathy. When was the last time you truly made a commitment? With commitment comes buy-in to a cause or issue. We need to find more committed positive male role models who show empathy with, and to, other men. Trust me when I say that our male students want to tell their story, and will share when they are ready. Be that person who makes the first move. Tell your story and watch your students give your theirs. I wonder if the student who wrote the letter has an trustworthy adult in his life that could have told him that was a bad idea.

            Courage. To challenge the paradigms that surround hyper masculinity takes courage. Regardless of age and experience, we all still need to take a deep breath and put our best foot forward. One way I develop courage is by inspiring a shared vision for what can be within a fraternal organization. Using “What if’s,”  and “I wonder if’s,” I look to create a collaborative vision of a positive masculine experience, specifically through a fraternal lens. I wonder if that email would have even been written if any of the writer’s stakeholders (alumni, chapter brothers, etc.) had the courage to guide him in a different direction.

            In a perfect world, men would hold each other accountable, treat everyone the way they expect to be treated, and feel comfortable in their identities. Instead, we have 18 to 22 year old students writing email categorizing women as a “lesser sex.” We have some work to do.

            It’s the people who live with purpose and value, show empathy to others, and have the courage to step up against what is wrong that change the world. Where do I see the fraternal movement in the next years? Non-existent if we can’t produce spaces where healthy masculinity is promoted within the chapter. We need men to make history; step up, change the world, and guide the way.

—

Danny Catalano is the Assistant Director of Fraternity and Sorority Life and Leadership at Miami University. He can be imaging sense of the world, talking about soccer, and sharing his favorite music and books at Twitter at @dannycisme and at http://dannycatalano.wordpress.com.

Engaging College Men in Difficult Dialogues Is as Easy as PIE?

Okay, so the title of this post is a bit misleading. Of course, engaging college men in difficult dialogues is not, as the saying goes, “easy as pie.” No, most dialogues that higher education professionals should be having with college men are a bit uncomfortable. For example, discussing issues of male power and privilege such as rape and sexual assault is uncomfortable. Clearly, such discussions are important as issues of sexual assault and rape are continually making national news, particularly on college campuses. For example, if you have been following the news recently, an undergraduate member of the Alpha Rho chapter of Phi Kappa Tau at Georgia Tech University has come under scrutiny over e-mailing his fraternity brothers with explicit instructions on how to lure women into having sex with members of that particular Phi Kappa Tau chapter through alcohol.

Throughout the nation within institutions of higher education, cases such as the one at Georgia Tech University seem very familiar. Unfortunately, in a lot of cases, college campuses face worse scenarios than e-mails suggesting non-consensual sex. In fact, according to Robin Warshaw’s I Never Called it Rape, 84% of men who committed rape said it was definitely not rape, and one-third of college men stated that they were likely to have sex with an unwilling partner if they knew that they could get away with it.

Of course, sexual assault and rape are not the only means through which college men express their male power and privilege in a negative manner. Other issues consist of college males pressuring other college males to drink alcohol or college males assaulting other college males. The list continues, but the aforementioned issues fit into the realm of difficult dialogues (Loschiavo, Miller, and Davies, 2007).

The purpose of having these difficult dialogues between higher education professionals and college males is to develop or enhance the awareness of college males in regard to male power and privilege (Loschiavo et al., 2007). Ultimately, as higher education professionals, this is part of our responsibility in maintaining a harmonious campus culture in addition to educating students. Education and challenging the societal dynamics at play are essential as, male power and male privilege are parts of social inequality that motivate the oppression and violence that happens on college campuses (Loschiavo et al., 2007).

Yes, programming and services exist on campuses to address many of the conduct code violations and issues such as violence and substance abuse. There are also services and programming initiatives that address issues such as problem-solving skills, emotional regulation skills, male socialization, and behavioral issues, which to some degree address male power and privilege. However, such services and programming exist mainly for those college men who have violated the code of conduct.

So what about those college men who have not violated the code of conduct or who have managed to avoid being caught violating the code of conduct? Engaging men in difficult dialogue about male power and privilege will be beneficial for all college males on any campus. However, unlike the title of this post suggests, engaging college men in these conversations can be difficult. While engaging college men is not “easy as pie,” using Sherry K. Watt’s PIE Model is one method of engaging college men in difficult dialogues.

The Privileged Identity Exploration (PIE) Model is designed to “assist practitioners who are using strategies that are focused on raising individual’s critical consciousness by encouraging them to dialogue about their privileged identities. Practitioners can use the model as a tool to help them anticipate defensive behaviors and devise a strategy to prevent productive dialogue from being derailed,” (Watt, 2007, p. 118).

For me, when attempting to engage college men in difficult dialogue, defensive behaviors become the biggest obstacle, and I can only imagine that I am not the only professional who encounters the same obstacle. For me, the PIE Model is a great option to help me address serious issues such as male power and privilege.

The PIE Model consists of three segments: recognizing privileged identity through denial, deflection, and rationalization; contemplating privileged identity through intellectualization, principium (avoiding exploration based on a religious or personal principle), and false envy; and lastly, addressing privileged identity through benevolence and minimization (Watt, 2007, p. 120-122). I've included a link to the article for those interested in exploring it further.

Male power and privilege are usually not directly addressed with college males. Instead, behavioral and emotional issues, which are negative outcomes or by-products of male power and privilege, are addressed. However, it is through meaningful dialogue that higher education professionals will be able to bring awareness to college males. In order to do so, higher education professionals must be prepared and equipped with theoretical frameworks and techniques of how to best engage college men about difficult issues. The PIE Model is one of many methods through which we, as professionals, can address male power and privilege.

While the PIE Model may not make difficult dialogue any easier, it will certainly give professionals a strategy and plan in having such dialogue with college men.

John Roberts is the Coordinator for Communications & Student Recruitment at Western Kentucky University, Glasglow.  You can engage John on Twitter @JohnRoberts348.

Works Cited:

Loschiavo, C., Miller, D. S., and Davies, J. (2007). Engaging men in difficult dialogues about privilege. The College Student Affairs Journal, 26(2), 193-200

Watt, S.K. (2007). Difficult dialogues, privilege, and social justice: Uses of the privilege identity exploration (PIE) model in student affairs practice. The College Student Affairs Journal, 26(2), 114-126