Publication Date

2016

Document Type

Dissertation/Thesis

First Advisor

Henning, Mary Beth

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Leadership, Educational Psychology and Foundations

LCSH

Community college students; Male college students--Education--Social aspects; Masculinity; Sex differences in education

Abstract

The purposes of this grounded theory study were to explore how traditional-aged community college males experience masculinity and to examine how they engage with community college support systems. Eleven diverse participants engaged in three interviews each in which they were asked to reflect on their definitions of masculinity as well as their activities on and off campus. Open, axial, and selective coding methods were employed, and a new theory emerged. The new theory suggests that the participants' hesitation to make concrete educational decisions is related to their resistance to manhood. Findings implicate the need to engage faculty in the support of male students who find themselves in an important transitional stage of development. A reexamination of current national community college policy trends is also implicated. Recommendations for academic personnel, students, and parents were made, and suggestions for further research were given.

Comments

Advisors: Mary Beth Henning.||Committee members: Sonya Armstrong; Jodi Lampi; William Pitney.

Extent

ix, 134 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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