Arrested emotional development: Connecting college men, emotions, and misconduct

Ludeman, Randall Blaine

doi:10.1002/ss.134

Cited by 11 publications

(7 citation statements)

References 26 publications

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“…Scholars (e.g., Good & Mintz, 1990;Good & Wood, 1995;Harper et al, 2005;Harris III & Harper, 2008;Ludeman, 2004) 458 This concept suggests that gender-related conflicts and anxieties are the outcomes of discrepancies between men' s authentic selves and culturally defined notions of masculinity.…”

Section: Conceptual Framework and Research Methodsmentioning

confidence: 99%

Deconstructing Masculinity: A Qualitative Study of College Men's Masculine Conceptualizations and Gender Performance

Harris¹

2008

NASPA Journal

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Informed by the constructionist epistemological perspective, the purpose of this study was to examine socially constructed conceptualizations of masculinity and gender performance among 12 culturally diverse undergraduate men. The participants espoused seemingly productive conceptualizations of masculinity, yet their gendered behaviors were inconsistent with the conceptualizations they espoused. Based on the findings, recommendations for supporting the gender identity development of college men are proposed.In recent years, college student affairs educators have grown increasingly concerned about the behavior, development, and outcomes of college men (Davies et al., 2000). The proliferation of scholarship and professional development programs focusing on college men' s issues are evidence of this growing concern. Educators have recognized a host of problematic male behavioral trends and outcomes and have begun to pay closer attention to how male students are fairing on their campuses. Some have raised concern about college men' s health and wellness (or lack thereof). Courtenay and Keeling (2000), for exam-Brought to you by | Monash University Library Authenticated Download Date | 6/17/15 8:12 PM

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Section: Conceptual Framework and Research Methodsmentioning

confidence: 99%

Deconstructing Masculinity: A Qualitative Study of College Men's Masculine Conceptualizations and Gender Performance

Harris¹

2008

NASPA Journal

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“…Ludeman (2004) asserted, "If the male socialization process indeed shapes or restricts the emotional skills and development of boys and men, then it seems likely that the demands of the college environment will create challenges for men related to their relationships and experiences on the college campus" (pp. 79-80).…”

Section: Manhood Messages: From Boyhood To Collegementioning

confidence: 99%

“…Engaging in campus activities and organizations, cultivating meaningful friendships and interpersonal relationships, and seeking help when necessary are some indicators of healthy psychosocial development for college students. College men are often reluctant to exhibit these behaviors because they are traditionally defined as feminine and conflict with lessons learned about masculinity prior to college (Harper, Harris, and Mmeje, 2005;Ludeman, 2004). Moreover, men's adherence to unproductive masculine conceptions such as sexism, homophobia, violence, and anti-intellectualism are often requisite for their access to male peer groups.…”

Section: Masculinities In Conflict During Collegementioning

confidence: 99%

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Masculinities go to community college: Understanding male identity socialization and gender role conflict

Harris

Harper

2008

New Drctns Community Coll

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Previous research has neglected to explore identities and development among male students at community colleges. This chapter provides some insight into who these men are, their precollege gender socialization experiences, and conflicts that impede the development of productive masculinities."The Case of the Missing Men," a front-page news story in the January 26, 2007, issue of the Chronicle of Higher Education, focused on gaps in college enrollments between undergraduate men and women. As is the case with most other treatments of gender in the higher education literature, the story highlighted disparities at four-year institutions, leaving readers relatively uninformed about similar trends at community colleges. Also problematic is the insufficient attention given to gender identity development, as well as attitudinal and behavioral expressions among male community college students. Most of what has been published about men at community colleges pertains to how many enroll and actualize the aspirations with which they entered (completing one course for skill acquisition, earning a certificate or associate degree, or transferring to a four-year institution) and, secondarily, the extent to which they are engaged in educationally purposeful activities. In 2006, men were 41.4 percent of students enrolled at two-year colleges and earned 38.4 percent of associate degrees awarded (U.S. Department of Education, 2007).Although gendered attainment disparities exist across all racial groups, the gap is widest among black students, with black women earning 68.6 percent of associate degrees. Analyses of data from the Community College Survey of Student Engagement (2006) revealed that women put forth more academic effort and spend more time studying, reading, doing homework, 25 3

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“…Gender roles have been identified as encouraging and internalizing aggressive behaviors, such as violence and sexual assault (Ludeman, 2004). Simonson and Mezydlo-Subich (1999) have conceptualized aggression and victimization within the Sex Role Socialization Analysis of Rape, which suggests that both males and females internalize expectations for normative gender-role behavior throughout their developmental stage.…”

Section: Findings From the Reviewmentioning

confidence: 99%

Understanding Children and Adolescents’ Victimizations at Multiple Levels: An Ecological Review of the Literature

Sabri

Hong

Campbell

et al. 2013

Journal of Social Service Research

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This article examines children and adolescent exposure to violence in various contexts. A systematic review of the literature was conducted to identify the definitions and types of violence reported in studies on victimization using the ecological systems framework. Sources included research studies and/or reports from scholarly journals (n = 140), books (n = 9), conference/workshops (n = 5), and web sources, such as Uniform Crime Reports (n = 23). The findings indicated that research differed in terminologies, conceptual and operational definitions, sample sizes and age group classification for children and adolescents. Further, studies lacked focus on the co-occurrence and inter-relatedness of victimization, and how these factors might affect the outcomes. Many studies employed a cross-sectional design, which limits strong conclusions about the temporal order of victimization experiences and outcomes. Future research efforts need more consistency among researchers in conceptual and operational definitions and the use of more rigorous designs. Increased holistic assessments are critical for effective prevention and intervention strategies for at-risk children and adolescents

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Arrested emotional development: Connecting college men, emotions, and misconduct

Abstract: This chapter presents a critical postmodern challenge to higher education professionals dealing with college men, their emotional development, and behavioral issues.

Cited by 11 publications

References 26 publications

Deconstructing Masculinity: A Qualitative Study of College Men's Masculine Conceptualizations and Gender Performance

Deconstructing Masculinity: A Qualitative Study of College Men's Masculine Conceptualizations and Gender Performance

Masculinities go to community college: Understanding male identity socialization and gender role conflict

Understanding Children and Adolescents’ Victimizations at Multiple Levels: An Ecological Review of the Literature

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