Involvement, Gender, and the Color Line:Reinventing Male ...

Involvement, Gender, and the Color Line:Reinventing Male ...

INVOLVEMENT, GENDER, AND THE COLOR LINE: REINVENTING MALE STUDENT ENGAGEMENT Jacob Isaacs Ivy Tech Community College Dr. Paul Porter University of Scranton INTRODUCTIONS Jacob Isaacs Dr. Paul Porter Associate Professor of Communication

Ivy Tech Community College Lafayette 15+ years advising student organizations Director of Multicultural Affairs University of Scranton

Emphasis on Black Male Leadership Development PERCEPTION CHECK MEN AND STUDENT ENGAGEMENT STUDENT ENGAGEMENT Increased Student Engagement Leads to: Increased Learning

Higher Retention Increased Student Satisfaction Higher Completion Rates (Astin, 1999; Davalos et al., 1999; Fischer, 2007; Kuh et al., 1991; Tinto, 1993) COLLEGE MEN AND ENGAGEMENT College men are especially prone to these trends of student engagement. (Laker, 2011) Many HE institutions perpetuate gender stereotypes of college men. (Johnson, 2001) College men typically will not ask for help.

NSSE AND MALE ENGAGEMENT College males excel over females in only about 1/3 of the categories of engagement. Examples are exercising and relaxing (NSSE, 2009). Men are less engaged in 2/3 of categories, including ones of academic and long-term

developmental importance (WeaverHightower, 2010): Participating in study abroad Coming to class prepared Participating in civic/community outreach Reading books outside of those required for coursework NSSE AND MALE ENGAGEMENT Men who choose not to become involved in these and other co-curricular programs limit

their opportunities for productive engagement in college (Harris & Struve, 2009) and, as a result, threaten their longterm academic success. COMPLICATING PERCEPTIONS OF MEN MEN AS GENDERED BEINGS Masculinity is a socially constructed identity (Harris III & Struve, 2009, p. 3) and, as such, can change. Men must always be viewed in the context of the restraints, constraints, and expectations of the male gender role

[because] men are inextricably entwined with the demands of our culture (Scher, 1990, p. 325). MASCULINITIES Intersected and influenced by other dimensions of identity such as race/ethnicity, sexual orientation, religious faith, sexual orientation and [dis]ability (Harris, 2008). Baker (2008) notes that any of these underrepresented groups are more likely to feel isolated and disconnected from the environments of their college, which places them under an even greater threat of noncompletion (Feagin et al 1996; Hurtado,

1992; Nagasawa and Wong, 1999; Smith and Moore, 2002). OVERHEARD @ STUDENT AFFAIRS CONFERENCES Immature Apathetic Egotistical Heavy Drinkers Promiscuous Vandals

Violent Competitive Hypermasculine Troubled PERCEPTIONS OF MEN Dichotomy of masculinity (Edwards & Jones, 2009) Societys expectations of the ideal male. Personal ambitions for success and wellbeing. Fallacies about men Men as the typical college student ("The case of the missing men," 2007). Men as problem-free.

Men as unworthy of specialized assistance, due to historical privilege. All of these especially pertain to White men. MENS PERCEPTIONS OF MASCULINITY Dissertation Study 12 college men Traditional-age (18-23 years old)

hour to 1-hour interviews Attendees at a mens college (Wabash College) MENS PERCEPTIONS OF MASCULINITY Potential common themes Responsibility Respect Poise Athleticism/Fitness

No universal themes, though! STARTING POINTS FOR MEN STARTING POINTS FOR MEN Programs need to focus on development and success of college men. Academic and Professional Mentoring Fellowship and Networking

Build Multicultural and Socioeconomic Competence Initiatives that encourage men where they are York College Lone Star Community College Project VOICE University of Scranton DELTA PI CHAPTER, THETA CHI FRATERNITY

TAKE ACTION TO HELP YOUR COLLEGE MEN SUCCEED. Pass the Mic: Project VOICE at The University of Scranton Dr. Paul Porter University of Scranton While we may often think of an educational environment as being composed of lifeless objects like classrooms, buildings, tables,, and chairs, it is also about people and relationships. Who students live, play, and learn with has

great potential to influence how they experience their campuses, perform in classrooms, and develop as thinkers and citizens. Karen Griffin & Walter Allen Associate Editors: 2011 ASHE Reader on Racial and Ethnic Diversity in Higher Education Problems Plaguing Minority Male Engagement Buried under the Deficit Model Narrative (Harper, 2006a; Harper, 2012; Pittman, 2014; Saenz & Ponjuan, 2011)

Empty in the Middle Research tends to highlight the polar extremes, while ignoring the average man of color The Unrepresented Population (Jackson, 2003; Jackson & Daniels, 2004; Stewart, 2014;) Nothing/No one on their campuses that look like them/indicate that campus belongs to them. Circumventing the topic of race Theoretical Framework: Critical Race Theory Premise

Racism is a common piece of our social fabric Racism is aided and abetted by interest convergence Racism is socially constructed Racism must be challenged Racism can be challenged by shared narratives, spaces, and priorities Critical Race Theory Common Themes Counterstorytelling Stories of the silenced Empathic Fallacy Belief that one narrative can change another

Counterspace Save enclaves for underrepresented populations Interest Convergence Mainstream populations recognize minority interests only when mainstream populations are affected Cultural Pluralism Separate cultural existences in common space Racial Battle Fatigue The physical and mental effects of coping with discrimination

Project VOICE: Men of Color Engagement Initiative Mission Through a lens of empowerment, project-based learning and dialogue, Project VOICE uses a broad based approach to developing successful habits of scholarship, adjusting to college life, fostering intellectual curiosity and demonstrating ethical student citizenship within and beyond the campus community. Project VOICE: Men of Color Engagement Initiative Goals

Improve overall student experience Influence campus engagement and involvement Provide outlet to articulate observations, hopes, fears, etc concerning campus and social world around them; Peer-to-peer mentorship Local outreach

Activities FELLOWship Dinners Brothers & Bagels On Point (monthly podcast) Information table at Womens Center Take Back the Night event Spring football game field trip Men of color dinner and discussion event

Project VOICE: Men of Color Engagement Initiative Critical Race Theory and Project VOICE Provides a new narrative and a powerful means People as counterspace Dialogue of Proactive vs. Reactive Ally development as common bond Our men are tired Discussion

Does a new narrative reverse the old narrative? Men of Color as Muted Group? Shared accountability for Underrepresented populations Reviving this population Does Project VOICE fix racism? REFERENCES Astin, A. W. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(5), 518-529.

Baker, C. N. (2008). Under-represented college students and extracurricular involvement: The effects of various student organizations on academic performance. Social Psychology Education, 11, 273-298. Davalos, D. B., Chavez, E. L., & Guardiola, R. J. (1999). The effects of extracurricular activity, ethnic identication, and perception of school on student dropout rates. Hispanic Journal of Behavioral Sciences, 21, 6177.

Feagin, J. R., Vera, H., & Imani, N. (1996). The agony of education: Black students at white colleges and universities. New York: Routledge. Fischer, M. J. (2007). Settling into campus life: Differences by Race/Ethnicity in college involvement and outcomes. Journal of Higher Education, 78, 125161. Harris, F. (2008). Deconstructing masculinity: A qualitative study of college men's masculine conceptualizations and gender performance. NASPA Journal, 45(4), 453-474.

Harris, F., & Struve, L. (2009). Gents, jerks, and jocks: What male students learn about masculinity n college. About Campus, 14(3), 2-9. Hurtado, S. (1992). The campus racial climate: Contexts of conflict. Journal of Higher Education, 63, 539569. REFERENCES Johnson, A. (2001). The gender knot: Unlocking our patriarchal legacy.

Philadelphia, PA: Temple University Press. Kuh, G. D., Schuh, J. H., Whitt, E. J., and Associates (1991). Involving Colleges: Encouraging Student Learning and Personal Development Through Out-ofClass Experiences, Jossey-Bass, San Francisco. Laker, J. A. (2011). Inviting and inspiring men to learn: Gendered pedagogical considerations for undergraduate teaching and learning environments. In J. A. Laker & T. Davis (Eds.), Masculinities in higher education: Theoretical and practical considerations. New York, NY: Routledge.

Nagasawa, R., & Wong, P. (1999). A theory of minority students survival in college. Sociological Inquiry, 69, 7690. National Survey of Student Engagement (NSSE). (2009). Retrieved from 2009_Institutional_Report/pdf/ 2009%20Grand%20Means%20Class%20and%20Gender.pdf

Pascarella, E. T., & Terenzini, P. (2005). How college affects students: A third decade of research (Vol. 2). San Francisco, CA: Jossey-Bass Publishers. REFERENCES Smith, S., & Moore, M. (2002). Expectations of campus racial climate and social adjustment among african american college students. In: W. Allen, M. Spencer, & C. OConner (Eds.), African American education: Race community, inequality,

and achievement (pp. 93118). NY: Elsever Science Ltd. Weaver-Hightower, M. B. (2010). Where the guys are: Males in higher education. Change, 29-35. References Jackson, J.F.L., & Daniels, B.D. (2004). Summary Report: Race, Gender, Length of Employment and NASPA IV East: A Regional Perspective within a National Context , Madison, Wisconsin, University of Wisconsin System, The Institute on Race and Ethnicity. Jackson, J.F.L. (2003). Engagement, Retention, and Advancement for Administrators of Color in Higher and Postsecondary Education: A Summary Report, Madison, Wisconsin, University

of Wisconsin System, The Institute on Race and Ethnicity. Delgado, R., & Stefancic, J. (2011). Critical race theory: An introduction. New York: NYU Press. Harper, S. R. (2006a). Black male students at public universities in the U.S.: Status, trends and implications for policy and practice. Washington, DC: Joint Center for Political and Economic Studies. Harper, S. R. (2012). Black male student success in higher education: A report from the National Black Male College Achievement Study. Philadelphia: University of Pennsylvania , Center for the Study of Race and Equity in Education. Pittman, E (2014). Helping young Black, Latino men succeed through support and challenging stereotypes. Diversity Issues in Higher Education . Retrieved from Saenz, V. B., & Ponjuan, L. (2011). Men of color: Ensuring the academic success of Latino males in higher education. Washington, DC: The Institute for Higher Education Policy.

Stewart, P. (2014). Too many women or not enough men? Diversity Issues in Higher Education, 31 (3), pp 46-48.

Recently Viewed Presentations

  • Take off with history! Welcome to January 1!

    Take off with history! Welcome to January 1!

    Roe v. Wade. It effected 46 states as a . consequence. Do you feel this should be a. federal or state decision? Support your. ... 1886: Karl Benz patents his three-wheeled. invention which is the first practical . internal-combustion vehicle....
  • AODA - Petrochem Forum

    AODA - Petrochem Forum

    Bill C-45, the Cannabis Act: Allow for national recreational use by individuals 18 and older. Allow possession of up to 30 grams. Individuals will be permitted to grow up to four plants for their own use. ... AODA Last modified...
  • Marine Mammals Order Cetacea - Coach Shurtz's Biology ...

    Marine Mammals Order Cetacea - Coach Shurtz's Biology ...

    Tahoma MS Pゴシック Arial Wingdings Calibri Ocean 1_Ocean Marine Mammals Order Cetacea Order Cetacea Cont. Mysticeti PowerPoint Presentation Odontoceti PowerPoint Presentation Taxonomic History How do Cetaceans reduce drag for fast swimming? Cont.


    Mind maps are a tool used to visualize and organize information. Capturing your free flow of ideas using a mind map during brainstorming will help you quickly make sense of the relationships between the information you come up with. They...
  • DEFORESTATION Year 8 RM Timber The terms Sustainable

    DEFORESTATION Year 8 RM Timber The terms Sustainable

    (Manufactured Boards) Timber based composites are timber sheets which are produced by gluing timber layers or timber fibres together. ... is a manufactured board which is used all the time to make lots of different types of products. It is...
  • AP European History - Quia

    AP European History - Quia

    Italian Renaissance = 15th century. The Italian Renaissance promoted new values such as individualism and secularism.However religious images continued from the medieval era.However, an emphasis on depicting an anatomically correct human body as opposed to the flat images of medieval...
  • Updates on Optic Neuritis Briar Sexton Neuro-ophthalmology Clinical

    Updates on Optic Neuritis Briar Sexton Neuro-ophthalmology Clinical

    Updates on Optic Neuritis Briar Sexton Neuro-ophthalmology Clinical Day Friday, November 18, 2005 Introduction Optic neuritis Atypical optic neuritis Treatment of optic neuritis Optic neuritis and MS Optic Neuritis: Epidemiology Incidence: 1-5 per 100 000 per year Highest incidence in...
  • PowerPoint 演示文稿 - University of Houston

    PowerPoint 演示文稿 - University of Houston

    , "Aspiration learning in coordination games," in IEEE Conference on Decision and Control (CDC) , Dec 2010, pp. 5756-5761. In a congestion game, a payoff based learning algorithms means that drivers have access only . to the actual congestion experienced....