ERIC EJ1161683: Experiences of Male Undergraduates That Lead to Academic Failure

2017·0.22 MB·English

by  ERIC

Experiences of Male Undergraduates That Lead to Academic Failure
Terry Musser, Pennsylvania State University
Tanja St. Pierre, Pennsylvania State University
Douglas Wilson, Pennsylvania State University
Marion Schwartz, Pennsylvania State University
We examined the lived experiences of male 35–40% of the total (Harris, 2010; Wimer &
undergraduates on the campus of a high- Levant, 2011). Despite signs of improvement, the
research-activity university in the northeastern largest gaps in male enrollments characterize the
United States. Interviews with 8 male undergrad- most at-risk student populations: Thirty-six percent
uates with a grade-point average lower than 2.0 of African American, 39% of Native Americans,
revealed that their poor academic performances and 41% of all Hispanic students are male
resulted from a combination of the following (KewalRamani, Gilbertson, Fox, & Provasnik,
experiences: a disconnect between high school 2007).
and university academic expectations, adherence We conducted the study after logistic regression
to rigid male gender roles, an inability to set analysis of 34,000 student records revealed that
priorities and engage with faculty and staff, and two of three undergraduates on academic probation
the manifestation of mental health issues. We were males with grade-point averages (GPAs)
implemented the study as a front-end analysis to below 2.0, the minimum for satisfactory academic
understand better these learners and their performance at the university (Wilson, 2012;
learning contexts. Recommendations for advising Wilson, Choi, Wangler, & Musser, 2013). In this
intervention are offered. study, we focused primarily on qualitative inquiry
to understand the impacts of a variety of factors on
[doi:10.12930/NACADA-15-037]
the experiences of individuals. Through this
KEY WORDS: advising male students, hege- research, we gained insight into ways societal male
monic masculinity, male student behavior, male gender norms underscore student success, which
student engagement, underperforming male stu- we share along with suggestions for best advising
dents practices that encourage at-risk men to engage in
their own academic planning and progress.
Through a phenomenological study, we exam-
Hegemonic Masculinity
ined the lived experiences of male undergraduates
as a way to better understand underlying causes for A learned construct, masculinity is expressed
a gendered pattern of student success at a highest- within societal norms for expected behavior
research-activity, R1 doctoral university (The (Harris, 2010; Laker & Davis, 2011; Wilson,
Carnegie Classification of Institutions of Higher 2014). Wagner (2011) described masculinity as
Education, n.d.) in the northeastern United States, the experience and the social performance of
where twice as many undergraduate men are placed conducting oneself in a fashion that is commonly
on academic probation as their women peers. We accepted as ‘‘manly’’; gender is a constructed
used these data as the bases for a front-end analysis identity, and men and women are assigned
of learners and learner contexts. Our goal included particular roles and characteristics based on
addressing the problem through the design of an cultural contexts beyond any genetic dispositions
intervention being developed at the time of this (p. 212).
study. Thus, an incongruence may exist between
The gender gap in U.S. college enrollment and behavior considered manly in a group and the
degree completion rates invite scholarly debate demands of academia or self-identification of
about causes and solutions. In North America, maleness. Such disparity creates tension, which
more women earn certificates and college degrees may be reflected in men’s behaviors on and off
than men (Buchmann & DiPrete, 2006; DiPrete & campus.
Buchmann, 2013). In the 1980s, 50% of the Connell (2005) defined hegemonic masculinity
college population was male; 20 years later, male as ‘‘the configuration of gender practice which
enrollment in U. S. higher education had fallen to embodies the currently accepted answer to the
NACADA Journal Volume 37(1) 2017 87
Musser et al.
legitimacy of the patriarchy, which guarantees the found that men exaggerated their male behavior
dominant position of men and the subordination of and attitudes while expressing stereotypically
women’’ (p. 77). O’Neil (1981) identified hege- masculine behavior to fit the assumed expectations
monic masculine identity formation as a key source of the researchers. The respondents performed to a
of male gender role conflict and theorized that men manly perception despite identifying positive
unable to express their masculinity according to aspects of masculinity inconsistent with their
societal norms experience conflict and anxiety. actions; for example, they had responded that
Gender role conflict is considered
respect, integrity, and character characterized
masculinity, but they reported engaging in sexual
a psychological state occurring when rigid,
activity, alcohol consumption, homophobia, and
sexist, or restrictive gender roles have
misogyny—all key aspects of hypermasculinity.
negative consequences or impact on a person
Harris (2010) also discovered that men’s notions of
or others. The ultimate outcome of this
masculinity were well formed by the time they
conflict is the restriction of the person’s
arrived on college campuses, and once in college,
ability to actualize their human potential or
men acted in accordance with traditional concep-
the restriction of some [sic] else[’]s potential.
tions of masculinity as influenced by parents,
(O’Neil, Helms, Gable, David, & Wrights-
interactions with male peers, and participation in
man, 1986, p. 336)
contact sports.
Regarding academic help-seeking behaviors,
O’Neil et al. (1986) theorized that men without
Ryan, Gheen, and Midgley (1998) found boys
an acceptable male identity of their own adopt
more reluctant than girls to ask for help; that is, not
society’s norms about expectations for male
only do male peer groups consider succeeding in
behavior and therefore act in accordance with the
adopted maleness. Their demeanor may take the academics as feminine in nature but they also
form of acting out in destructive, boys-will-be-boys attach a stigma to seeking academic help. In a
behavior on college campuses, including ‘‘binge study of 193 male undergraduates at a medium-
drinking, homophobia, risky sex, and in extreme sized public university, Wimer and Levant (2011)
cases, physical violence and sexual assault’’ (Harris found that respondents who conformed to mascu-
& Barone, 2011, p. 58). In typical cases, these line norms were reported as ‘‘highly unlikely to
behaviors negatively affect academic achievement. seek academic help when struggling in the
Hegemonic masculinity may lead to unfavor- classroom’’ (p. 266). The researchers proposed
able academic performance for men in several that masculine constructs of self-reliance and
ways. Kahn, Brett, and Holmes (2011) looked at dominance may hinder them from seeking aca-
the relationship between motivation in higher demic help, adding that students’ drive to project
education and masculinity and found that many ‘‘stereotypically masculine’’ personas prevents
men viewed academic work as relatively unimpor- them from accepting or admitting that they need
tant compared to establishing a manly image. In an
help (p. 268).
empirical study of 10 male undergraduates,
Gale (1999) also explored masculine ideology
Edwards and Jones (2009) found men’s identity
and found that undergraduate males based their
was developed through societal expectations me-
understanding of maleness on their observations of
diated by social interactions with others. Study
society. Gale (1999) determined that male students
participants described ‘‘putting on a man face’’ to
experienced ambivalence and uncertainty about
meet the expectations for the context (Edwards,
this ideology and found that men struggled when
2007; Edwards & Jones, 2009). In another
confronted with changes in traditional masculine
investigation on gender, Sallee and Harris (2011)
ideology. Such challenges may emerge during
found that interviewed male undergraduate and
times of transition, defined by Goodman et al.
graduate students responded to questions by
aligning their responses with traditional assump- (2006) as ‘‘any event, or non-event that results in
tions about gender roles and expectations (p. 409). changed relationships, routines, assumptions, and
Because they knew of the researchers’ interest in roles’’ (p. 33). Because of the transition created by
gender, participants experienced a ‘‘heightened leaving home to attend college, some may struggle
awareness of performing gender and acted accord- with masculine identity. In sum, these beliefs and
ingly’’ (p. 410) on their assumptions about ways to behaviors may contribute to a higher rate of poor
respond as males to interviewers. Harris (2008) academic performance seen among male students.
88 NACADA Journal Volume 37(1) 2017
Male Undergraduates and Academic Failure
Methodology invitations to secure e-mail accounts associated
Our interest in at-risk students grew out of with the selected sample. Of the 692 prospective
concern, as undergraduate academic advisors, to participants deemed suitable for and invited to
understand and address the needs of undergraduate participate in the study, 8 students enrolled in the
men at risk for academic failure because of research study. Qualitative research studies are
not bound by sample size constraints or some
deficiencies in intellectual, social, economic,
other measures associated with quantitative
behavioral, and psychological abilities, and we
research (Knox & Burkard, 2009; Seidman,
also wanted to learn more about the invisible,
1991). Study participants were also enrolled in a
deleterious effects of hegemonic masculinity on
prize drawing for a $25 and $50 gift card offered
male identity. From a psychological perspective,
as an incentive to participate. An interdisciplinary
students are at risk when ‘‘skills, knowledge,
team of researchers, we participated in interview-
motivation, and/or academic ability are significant-
training techniques with a professor of education
ly below those of the typical student in the college
specializing in qualitative research. None of us
or curriculum in which they are enrolled’’ (Max-
interviewed a student we had ever advised. The
well, 1997, p. 2). According to Ender and Wilkie
interviewees ranged in age from 18 to 29 years,
(2000), these academically vulnerable students are
and the group was comprised of students who
likely to display any number of other characteris-
self-identified as African American, Arab, and
tics such as low academic self-concept, unrealistic
White. The interviews were audio recorded and
grade and career expectations, unfocused career
transcribed for analysis, and each student was
objectives, extrinsic motivation, external locus of
assigned a pseudonym. Following Seidman’s
control, low self-efficacy, inadequate study skills
(1991, 1998, 2006) interview protocol, the
for college success, a belief that learning is
questions were designed to reveal the participant’s
memorizing, and a history of passive learning
focused life history, details of experience, and
(pp. 134–135).
reflection on meaning. This approach provided
By using a phenomenological approach with
the narratives we needed to access and analyze
semi-structured interviews, we sought to gain a
the meaning of the experiences described by
more holistic understanding of male students’
students on their path to academic probation.
experience with the disjuncture between their
We also conducted approximately 5 hours of
academic performance and the gendered expecta-
observations in advisor offices. Observations
tions established by society. We chose phenome-
were intentional and allowed us to reframe our
nological thematic analysis, or PTA, (Wilson,
perspectives from advisors as researchers to focus
2014) as the method for this investigation.
on the interviews as reflective of students’ lived
For this study, we chose an advising center for
spaces (Bolman & Deal, 2008; Rossman &
exploratory students at a large research institution. Rallis, 2012; van Manen, 1990, 2007). Observa-
The minimum standard for satisfactory work at this tions solidify the trustworthiness of study data
institution is a 2.0 on a 4.0 scale, and students collected and provide an alternative data source
whose grades fall below this mark are considered at for purposes of triangulation. For this reason, we
risk for being dropped from enrollment in the assigned one person on our team to record in a
university. We used criterion sampling (per Miles journal our reflections on the themes generated as
& Huberman, 1994), and invited male undergrad- well as our own personal experiences from the
uates with GPAs below 2.0, identified through an interviews (as per Rossman & Rallis, 2012, p.
analysis of academic records and a survey, to 195; Scho¨ n, 1983). The research notes and
participate in the study. The Office of Research themes were subsequently discussed in multiple
Protections approved the study under IRB 43216. meetings over the course of the study. On a secure
web-based file service, we shared our personal
Participants and Procedures reflections, thoughts, and observations about the
Criterion sampling allowed us to select male research participants (Rossman & Rallis, 2012, p.
undergraduates with the risk factor of a substan- 195; Scho¨n, 1983).
dard GPA (2.0 on 4.0 scale). This recruitment
sampling allowed us to gain a rich understanding Phenomenological Thematic Analysis
of lived experiences that may lead to academic van Manen (2007) explained the goal of
difficulties. After identifying candidates through phenomenology as understanding the very es-
a university student records database, we sent sence of the subject under study. Thematic
NACADA Journal Volume 37(1) 2017 89
Musser et al.
Table 1. Example of horizons and attributes used in phenomenological thematic analysis for student,
pseudonym Sam
Attributes
(normal, Label Clusters/
ordinal, (action Invariant
Bracketing Transcript Horizon interval) words) Constituents
Change my [Sam]: ‘‘I guess ‘‘The biggest Stress; alcohol Abusing Social isolation;
questions as you could say challenge I abuse; alcohol; disconnected;
they’re too I got a... faced when I avoidance transitioning no motivation
research probably drank got here is I behaviors; challenging
focused and a little too got ... social socially;
don’t lead to much. I was probably drank isolation isolating;
them bleeding decompressing too much. I losing self-
stories. from the was motivation;
deployments decompressing avoiding
because I had from the
just gotten deployments.’’
back a week
before I
started school
here.’’
analysis, a qualitative research method, focuses the 8 male participants, our self-reflective inter-
on examining themes within data and proves pretation of transcript analysis, and interactions
especially useful for developing organization for between students and advisors in the Division of
and a rich description of a data set (Daly, Undergraduate Studies.
Kellehear, & Gliksman, 1997). Therefore, PTA
provided a method for identifying themes useful Results: Textural-Structural Synthesis
for understanding the phenomenon under study. The experiences that contributed to male
One member of our team, a graduate student students’ unsatisfactory academic standings were
studying qualitative research and analysis, re- filled with powerful and gender-conflicting emo-
ceived training in PTA. tions, including isolation, helplessness, and de-
Throughout the process, our PTA-trained team spair. Many of these difficulties arose from the
member engaged us in collaborative discussions respondents’ failure to negotiate the initial transi-
on the themes that emerged in the transcripts, tion from high school to college. Separated from
bracketing the team’s reflections in a spreadsheet the influences of their familiar social support
(see Table 1). We then discussed the narrative networks, they struggled to engage with their
meaning units and developed an exhaustive list of new environments and meet new expectations that
labels that could be applied to the phenomena come with enrolling at a university. The research
detailed by the students. We then wrote an identified five categories or themes of lived
account (or story) for each student on the basis experiences common to all of the research
of these phenomena and an associated structural participants:
or contextual narrative. Finally, we synthesized
the narrative and structural accounts into a single  Disconnect characterized the academic
story within a context representing the combined expectations of high school and college.
meaningful experiences of all the students retold  Students made social life and academic
as single, composite experience representing the choices consistent with rigid gender
entire group. expectations for masculinity.
Experience of academic difficulty for male  Students demonstrated inability to set
undergraduates was the unit of analysis for this priorities effectively, focus on academic
phenomenology. The units of observation includ- goals, or balance conflicting demands on
ed interview transcripts of our discussions with their time.
90 NACADA Journal Volume 37(1) 2017
Male Undergraduates and Academic Failure
 Students encountered challenges making to be like him. Like he’s rude and stuff. But
productive social connections with faculty the same time that’s the kind of guy like he
members, staff, and peers. has like all the friends um, he just like has a
 Emergence or intensification of mental good social life, he has the connections and
health issues contributed to experiences all that kind of stuff and I don’t know. I just
that led the men to perform poorly in found it like confusing ’cause I wouldn’t
academic initiatives. want to be like that but that seems to be what
kind of works almost.
Disconnect Between Past and Present
Jason perceived a discrepancy between the
Academic Expectations
acceptance of excessive alcohol consumption in
Students explained that college course work is
men and women:
more rigorous and competitive than high school
homework. Jason articulated the situation:
To me it’s seems like if a girl brags about
how much she can drink, that makes her
In high school, I was always one of the
seem masculine. Maybe that makes her seem
smarter kids. I could study the night before a
heavy, like maybe that says something about
test and get an A. I could slack off and still
her weight, or that like, you know, it’s not
get pretty good grades. In college, especially
like, girls don’t brag about how much they
here, you find everyone is um, everyone else
can drink. They don’t. Guys do. Guys want
around you is smart. You’re not the smart kid
to show you how much they’ve drank. Guys
anymore. You have to apply yourself a little
want, you know, want to tape their beers
more.
together so you can see how much they’ve
drank. Girls being a heavy drinker I would
When asked about the specific differences
not say is a compliment, at least around here.
between academics in high school and college,
Jason gave an example:
The Greek l ife system as a v isible and
dominating part of the social system proved a
I wrote this paper, this one class had like 50
factor in respondents’ views of on-campus
or 50% of our final grade was one paper.
socializing. Some of the interviewees feel that
And uh, I did this paper that in high school, I
Greek life was the only way to enter the social
would have considered a good paper. And
scene. Jason discussed the way fraternities seem
when I got a D in the class and uh, my dad
was like furious. And he wanted to read the to limit access to social opportunities for men:
paper and he read it and he’s like you put no
original thought into this. [The father said] The guys are expected to if they want to have
‘‘You know this isn’t just high school where a good time, are expected to pledge to go
you just spew out information you just list through the awfulness so you can get in. . . .
stats, they want to see like an actual idea.’’ It’s much easier to get into parties being a
girl. It’s much easier to be invited places
being a girl because guys want to invite girls
Male Gender Expectations over. So, it kind of pressures you. . . [to be in
The study confirmed observations by Harris a fraternity].
(2008) of male students perceiving that other
males are rewarded for being outgoing and Mike confirmed the difficulties with ‘‘going
‘‘macho’’ in their demeanor. Mike explained: through the awfulness’’ of pledging in the stories
he shared:
I feel from a male standpoint, there’s a big
urge to almost have like an alpha male Um, I can say that taking away from a male
personality. Just seeing from a social aspect standpoint, um, just from the social aspects, I
of it. Like, um, in my like, from my feel there’s a really big like Greek life
perspective, I’ll see guys like that and I’ll influence at this school, and I chose not to
just think like ‘‘man, that guy just like pledge, and I mean I’m still okay with it to
sounds like a jerk,’’ like I would never want today but the same time, but it’s hard ’cause
NACADA Journal Volume 37(1) 2017 91
Musser et al.
there’s like, from what I can take away from student initiative and motivation. Few interview-
a personal standpoint there’s a pretty notice- ees were ready to commit to such steps. For
able divide between Greek students and non- example, Mike admitted unawareness about
Greeks, and I feel that kind of hurts with the resources: ‘‘In the fall, [I] didn’t even know about
whole social connections aspect. student tutoring, the tutoring center.’’
When asked about his connection with his
academic advisor, Jason responded:
Inability to Set Priorities, Balance Demands,
or Focus on Goals I did not take advantage of that. I met her
Male students expressed difficulty in making once. I kind of scheduled, I kind of just . . . I
the transition from a highly structured environ- didn’t really schedule properly. I took like a
ment to one where they must organize their own level 300 philosophy class first semester
lives—getting to class, resisting distractions, and because I didn’t know, like I didn’t even
handling peer pressure. When asked about the know what that meant. I was taking
biggest challenges on coming to campus, Bill metaphysics and my professor himself told
reported: me, like, ‘‘You’re going to fail this class,’’
and I was like, ‘‘oh.’’
I’d say like the structure, ummm, like, There
was nobody there to like tell me like, ‘‘okay, Greg made the following statement about
you need to do this and you need to do that,’’ seeking help with academics:
and you just. There’s more responsibility and
you have to, go get the textbook and actually I always hear people going, you know, to
do the stuff. [university] tutors or study groups. I haven’t
really; I haven’t; I never really did well in
Respondents pointed to distractions and alter- study groups or anything like that, so even
natives to studying as reasons for academic when I, you know, there was a few maybe,
struggles. Greg explained, uh, office hours that I went to but none like I
didn’t go into. I didn’t get tutoring, didn’t do
I wouldn’t even dare to skip a class in high [university] tutors or anything like that. I
school. I would just be freaked out about took a couple of the [university] notes. I got
that. But um, having that sense of freedom is some of those. No, it was mostly just me
a huge, is I think a huge responsibility that with a textbook trying to figure it out.
ends up being a distraction if you really don’t
know how to handle it properly.
Mental Health Issues
Jason concurred, Social anxiety, alcoholism, and attention-
deficit/hyperactivity disorder were cited by sev-
No one wants to study for a test when you eral interviewees as academic inhibitors For
could go out with your friends or do example, Mike acknowledged the support he
something else. There’s always someone received from a mental health professional:
who wants, there’s always someone no matter
what night of the week who wants to go out I’ve a pretty bad social anxiety problem. Um,
and do something real fun. I’ve actually been seeing a psychologist
weekly since my junior year of high school.
It got really bad once I started going to
Difficulty Making Connections college, and I started seeing someone up
Students who engaged directly with members here. And I see him once a week. And I
of the university community travel an important pretty much just talk to him so that’s pretty
pathway to academic success. Attending office much where I go for it. That’s probably a
hours, meeting with an academic advisor, and problem that I have. I don’t really have
taking advantage of campus academic-support someone that I can, like, call a close friend
resources encourage personal immersion in up here. It’s, uh, at the same time that’s kind
academic work. However, they also require of like my personality coming back. I kind of
92 NACADA Journal Volume 37(1) 2017
Male Un dergraduates and Academic Failure
Figure 1. Participant disclosure of five identified themes
Participants
Theme Jeff Pete Jason Greg Mike Sam Bill George
Disconnect between academic X X X X X X
expectations of high school and
college
Rigid male gender expectations X X X X X
with regard to social life and
academic choices
Inability to set priorities, balance X X X X X X
demands, and focus on academic
goals
Difficulty making connections with X X X X X X X
faculty, staff, and peers
Emergence or intensification of X X X X
mental health issues
don’t really get close to anybody it (unintel- gaging in help-seeking behaviors that could
ligible) feels weird to me. But um, yeah, it potentially salvage their academic progress. The
helps talking to him. That’s usually where I methodological focus on lived experience in this
go with it. study shows that simultaneous interaction of
several factors, not any one alone, affects success
Bill explained that, after a decent start in his of college (Figure 1). Male students whose high
first semester, his situation deteriorated pretty school study habits proved inadequate for college
quickly: ‘‘But like it didn’t last long because, um, course work may not turn to advisors, parents, or
I got really depressed. I kept getting bad grades. It staff in academic services trained to assist them.
was like in math and in computer science, so it Instead, they resort to behaviors that preserve their
was really hard for me.’’ George also related that masculine image, such as social isolation and
he had not used coping strategies that had been substance abuse, instead of asking for help.
successful in the past: Official warnings from an instructor or the
university, designed to alert and intervene, may
Before I came up here, I used to do mixed push male students into despair and increased
martial arts and I used to do cross fit to keep deceleration toward goals. The male students in
myself in shape, and it was also a stress this study appear to lack the resilience needed to
relief, but since I moved up here, I haven’t recover from academic difficulties because they did
been working out or anything, so, I think that not want to appear weak.
actually attributed [sic] to last semester as Typical advising strategies employed with at-
well because I didn’t have any stress relief. risk students (e.g., referrals to learning support,
psychological services, other help-providing re-
He also pointed out that his struggles affected sources or instructors) may not be effective with
his interactions: ‘‘Just talking to me you could tell struggling male students. According to the litera-
I was frustrated and stressed. I was talking about ture, the resistance to seek help or admit need for it
maybe getting me a psychiatrist or something or reflects a typical masculine identity characteristic
maybe somebody I could talk to or even maybe (see, e.g., Ryan et al., 1998; Wimer & Levant,
paying for a gym membership.’’ 2011). Academic advisors must recognize male
Figure 1 illustrates the five themes identified students at greater risk of failing or dropping out of
using PTA. college because societal gender norms discourage
men from showing any kind of weakness. Also,
Discussion advising techniques that work with female students
The results illustrate that rigid societal gender in academic distress may not yield positive results
expectations are laced through male college with male students, and thus communication,
experiences, preventing some students from en- programming, and services need development and
NACADA Journal Volume 37(1) 2017 93
Musser et al.
adjustment with an acknowledgment that gender view of our findings we present several solutions
roles influence outreach effectiveness. Although for advisors to implement.
college males and females experience similar Advisors need to approach male students from a
academic and social environments, the untoward holistic perspective that includes understanding the
impact of hegemonic masculinity on men remains effect of gender on their academic experiences. The
largely unexamined except in cases of campus answer to academic problems among students may
sexual assault. This situation compares to a not come in a single program that addresses one
combustion engine in which heat, smoke, and element of academic difficulty. Rather, advisors
light are produced, but the underlying chemical need to watch for signs of vulnerability and
forces remain invisible. Statistical analysis of intervene in gender-appropriate ways before the
student records reveals that patterns of student cascade of negative behaviors pushes the student
success vary by gender, but the forces causing this into a downward spiral. Academic early warning
observation remain unseen as the culmination of a systems, advising records used for flagging
complex interaction of social forces in the students at risk, assessments of preparation for
college work, questionnaires about social readi-
environment, personal identity, and the impact of
ness, communication systems between advising
behavioral feedback loops (Hutchins, 1996)
and residence life contribute to the identification of
stretching back to secondary school. The outcomes
issues for these students, but these do not offer the
of the interacting forces frequently first emerge
solution to academic difficulty. Individualized
during the introductory years of life in the complex
responses by advisors to the students after the
ecological systems of university life.
initial alerts must not challenge students’ mascu-
One half of the participants revealed personal
linity as they had been conditioned to see it.
mental and emotional issues, such as depression
When at-risk male students respond to advisors’
and anxiety, for which campus or private health
outreach efforts, they must meet with a particularly
care professionals were actively treating them.
welcoming and nonthreatening environment. Ad-
According to these students, the college experience
visors help advisees build positive connections to
intensified the effects of their conditions and
the academic world by attending to students’
students reported feeling pressure to fit in socially
interests, strengths, and goals; in this manner,
and academically in their new environment. In
advisors help each student create an image of his
debriefing sessions, we acknowledged that the
academic self that integrates him into the institu-
anecdotal evidence suggests that mental and other
tion.
health-care issues were growing in number on
Advisors explain ways that programs can be
campus. A follow-up study with 12 male under-
adapted to students (‘‘With these courses you could
graduates was recently conducted and confirmed
create an emphasis on new materials and maybe
many of the findings reported herein (Wilson,
even add a minor in biochemistry.’’) instead of
2015).
insisting that students must adapt to programs
Several students provided negative comments (‘‘You must take this course now because it’s not
related to the Greek life system at the university. offered in the spring, and it’s a prerequisite for that
These statements comport with Grubb’s (2006) other one you need to graduate.’’). The successful
findings concerning the negative consequences of advising relationship acts as both a personal and an
fraternity membership ‘‘such as suffering poorer intellectual support, providing male students with
academic performance, participating excessively in confidence that they belong in the institution and
parties, drinking, and hazing, and conforming to that they can gain personal value from engaging
the group’s attitude toward academic work and with it.
other social groups’’ (p. 1085). Advisors could further adapt to male students’
needs by integrating images related to male
Recommendations
discourse. If males prioritize personal fitness over
Although evidence of student success patterns academic achievement, then one might compare
by gender has been documented in the literature, the need for hours of study to the time spent lifting
we sought to understand the unique circumstances weights in the gym. If the male perception suggests
surrounding academically at-risk undergraduate that seeking academic help connotes weakness,
men. To gain the information to create an then a study-skills workshop might be promoted as
intervention strategy, we needed to shine light on the road to achieving excellence rather than as a
the phenomena, learners, and learner contexts. In remediation of deficits. If the advising relationship
94 NACADA Journal Volume 37(1) 2017
Male Undergraduates and Academic Failure
is thought of as quasiparental and condescending, interview opportunity, and each respondent be-
advisors might arrange their offices so that students lieved that he was in the process of turning around
sit beside them, as video game players facing a poor performances. Because of dangers of isola-
computer, instead of directly across from each tion, advisors and others must engage men at
other. Above all, in communicating with young points when they least feel comfortable at the
men, advisors may benefit from using humor and university. In addition, when high-level sports or
indirection. Thus, an advisor who says lightly, ‘‘Oh, fraternities seem the only places for men to fit in
I totally bombed my first test in physics’’ implies the campus, some students may feel conflicted
that failure on an exam matters little. In fact, failure about trying out for a team that might reject them,
on an exam matters a great deal; however, by joining a social setting that may not align with their
downplaying its importance, the advisor puts the values or lifestyle, or pursuing no institutional
single event in perspective: It is not the end of the connections. During the first few weeks of classes,
world. Such an approach also provides an oppor- crucial for students to integrate and find the
tunity for the struggling student to claim a bond persons or groups with whom they will feel at
with the speaker. home, advisors can use every means possible—
Men living with the burden of prescribed gender orientation, scheduling sessions, walk-in appoint-
identity need assurance that any single perceived
ments, and newsletters—to point out opportunities
failure, such as a failed exam or botched attempt at
for engagement. Because students may feel
socializing, will show up as a blip in the lifetime
awkward showing up to meetings alone, advisors
radar. Jokes that put the student and advisor in the
might encourage attendance to orientation events in
same mindset—‘‘Man, I really screwed up my first
pairs or groups. They might recruit peer mentors to
semester. You should have seen the look on my
help new students break into a group.
dad’s face when I told him!’’—help minimize any
Advisors can also advocate within the institu-
sense of loss. A simple means of addressing the
tion for clear, immediate, and accurately informa-
physical orientation of male students might include
tive publicity for new male students trying to find
taking a walk on campus while discussing the
their place in the college community. Further
student’s needs and concerns (Steinhaus, 1999).
research might seek to reveal the barriers to
One novel solution leverages the power of
engagement and the proven pathways to integration
predictive analytics and mobile learning technolo-
and academic achievement. Additional research
gy. Recently, an undergraduate software-develop-
could elucidate the cultural aspects of gender roles.
ment team created a mobile phone application that
Blee and Tickamyer (1995) described gender as a
helps students locate just-in-time tutoring help for
fluid and multidimensional social construct and
their most challenging courses. The app software
individual development of gender roles is affected
has been described as Tinder for Tutors. As an
by one’s social surroundings. Kimmel, Hearn, and
example of a grassroots solution to a campus issue,
Connell (2005) found unique views on male
this tool directly addresses at least two needs
masculinity on the basis of geographical location
identified in this study: (a) the inability of male
such as Latin American, East Asia, and Europe.
students to connect effectively with peers, faculty,
Differences between the attitudes of White and
and student support services in a timely fashion
and (b) the disconnect students experienced African Americans toward gender roles have also
between the academic expectations of college and been documented (Blee & Tickamyer, 1995;
high school. We found in a prior study (Wilson et Edwards, 2006; Kimmel et al., 2005). However,
al., 2013), high school GPA and mother’s level of not much work on masculinity has addressed issues
education are significant factors for male under- of race in gender studies. A specific focus on
graduate probation at the target institution, so ethnic, racial, and class differences in the social-
students matching these criteria are potential ization process would benefit the study of gender
candidates for enrollment in the study. The roles in higher education and shed light on male
theoretical framework and ecosystem for the app students on university and college campuses.
has been described in Wilson (2014). According to Severiens and ten Dam (2012),
The success of any intervention depends on at- parental support of sons’ programs of study affects
risk students engaging in advising relationships. their students’ academic success. Males in female-
However, the very factors that put male students at dominated programs tended to leave programs that
risk also make them less likely to connect. Eight of parents did not fully support. Parents’ gender-role
the participant pool of 692 responded to our attitudes should also be examined.
NACADA Journal Volume 37(1) 2017 95
Musser et al.
In hopeful findings, almost all the male The Carnegie Classification of Institutions of
undergraduates we interviewed had found a branch Higher Education. (n.d.). About the Carnegie
to grab while struggling in the stream of academic Classification. Retrieved April 24, 2017, from
difficulty, and they eventually made a transition http://carnegieclassifications.iu.edu/
toward academic success. Some reached out to a Connell, R. W. (2005). Masculinities (2nd ed.).
parent, a new set of friends, a therapist, or an Los Angeles: University of California Press.
advisor. They identified themselves with a role Daly, J., Kellehear, A., & Gliksman, M. (1997).
model to help visualize the details of success. The public health researcher: A methodolog-
These resources gave them the courage needed to ical guide. Melbourne, Australia: Oxford
make the next step: connect with the institution. In University Press.
recognition of the difficult initial transition, DiPrete, T. A., & Buchmann, C. (2013). The rise
advisors can advocate for change to the timing of women: The growing gender gap in
for success initiatives so male students can education and what it means for American
embrace academic recovery from the start of any schools. New York, NY: The Russell Sage
Foundation.
academic struggle.
Edwards, K. E. (2007). Putting my man face on:
Listening to the stories of eight men who were
A grounded theory of college men’s gender
performing poorly in college, we documented the
identity development. (Doctoral dissertation,
feelings of young men on the cusp of failure.
University of Maryland). Retrieved from
Rigidly defined male-gender norms undermined
http://hdl.handle.net/1903/6862
the men in this study by subverting their
Edwards, K. E., & Jones, S. R. (2009). Putting
motivation, discouraging them from seeking or
my man face on: A grounded theory of college
accepting help, and preventing their genuine
men’s gender identity development. Journal of
connection to the institution such that their
College Student Development, 50(2), 210–
academic and social development was negatively
228.
affected. Further examination across institutions of
Edwards, T. (2006). Cultures of masculinity.
various sizes and locations would increase the
London, UK: Routledge.
overall understanding of these issues and allow for
Ender, S. C., & Wilkie, C. J. (2000). Advising
each administration to tailor programs for academ-
students with special needs. In V. N. Gordon &
ic success. Perhaps additional examination of the
W. R. Habley (Eds.), Academic advising: A
definition of masculinity among various cultures
comprehensive handbook (pp. 118–143). San
would enlighten educators, including advisors, as
Francisco, CA: Jossey-Bass.
well. At the forefront, everyone at the institution
Gale, S. R. (1999). A phenomenological analysis
must reach and assure the long-term well-being for
of masculinity ideologies among college males
students while they earn degrees. Strict gender
(Doctoral dissertation). Retrieved from Pro-
norms prevented undergraduate males in our study
Quest. (304499924)
from initially accessing resources designed to Goodman, K. M., Schlossberg, N. K., &
ensure their academic success. Advisors can help Anderson, M. L. (2006). Counseling adults
men rise above these restrictive norms and assist in transition (3rd ed.). New York, NY:
them in developing their full potential. Springer.
Grubb, F. (2006). Does going Greek impair
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