Hypermasculinity and Academic Goal-Setting: An Exploratory Study

Lasane, Terell P.; Howard, William Lee; Czopp, Alexander M.; Sweigard, P.N.; Bennett, Gary G.; Carvajal, Franklin

doi:10.2466/pr0.1999.85.2.487

Cited by 4 publications

(6 citation statements)

References 10 publications

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“…Similarly for Latino boys, the gender role value of caballerismo tends to be more closely associated with positive academic outcomes while the gender role value of machismo tends to be more closely associated with negative academic outcomes (Dumka, Gonzales, Bonds, & Millsap, 2009; Kulis, Marsiglia, & Hurdle, 2003; Lasane et al, 1999; McCluskey, Krohn, Lizotte, & Rodriguez, 2002; Ojeda, Navarro, & Morales, 2011; Schwartz, Donovan, & Guido-DiBrito, 2009; Zalaquett, 2006). Aspects of caballerismo (i.e., social responsibility, nurturing behavior, and emotional connectedness to family) have been related to more positive academic outcomes.…”

Section: Machismo Caballerismo and Academicsmentioning

confidence: 97%

“…Many research studies on Latina/o youth gender roles and academic achievement have examined the negative aspects of marianismo and machismo but have ignored potential strengths in these cultural values (Cammarota, 2004; Kulis et al, 2003; Lasane et al, 1999). These studies have frequently shown that Latina/o gender roles are negatively related to Latina/o youth academic achievement (Cammarota, 2004; Kulis et al, 2003; Lasane et al, 1999), possibly providing a limited understanding of how traditional Latina/o gender roles are associated with the academic well-being of Latina/o youth. Limited conceptualizations of traditional gender roles may be one reason why empirical evidence linking traditional gender role beliefs to academic outcomes has been inconclusive.…”

Section: Purpose and Hypothesesmentioning

confidence: 99%

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Moving away from a cultural deficit to a holistic perspective: Traditional gender role values, academic attitudes, and educational goals for Mexican descent adolescents.

Piña‐Watson

Lorenzo‐Blanco

Dornhecker

et al. 2016

Journal of Counseling Psychology

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Latina/o youth lag behind Asian American and non-Latina/o White youth in many academic areas. Previous research has taken a deficit approach to understand the factors that affect academic outcomes for Latina/o youth often neglecting to highlight both the potential positive and negative contributions of gender role values. The present study took a holistic perspective to understand the affect of traditional Latina/o gender role values (i.e., marianismo, machismo, and caballerismo) on the academic attitudes and educational goals of Mexican descent youth. Structural equation models were tested to examine the associations of "positive" and "negative" gender role values on educational goals using 524 Mexican descent adolescents from a mid-sized city in southern Texas. We hypothesized that positive aspects of traditional Latina/o gender role values (i.e., "positive marianismo" and caballerismo) would be associated with more positive attitudes toward academics and higher educational goals. We further expected negative gender role values (i.e., "negative marianismo" and machismo) to have the opposite effect. Additionally, based on the theory of planned behavior and gender schema theory, academic attitudes were hypothesized to mediate the relation between gender role values and educational goals. An alternative model was tested in which educational goals mediated the relation between gender roles and academic attitudes. Results indicated that both models fit the data well, and recommendations are made for future longitudinal research aimed at disentangling the directionality of the relations in the model. Implications for research and practice are discussed.

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Section: Machismo Caballerismo and Academicsmentioning

confidence: 97%

Section: Purpose and Hypothesesmentioning

confidence: 99%

Moving away from a cultural deficit to a holistic perspective: Traditional gender role values, academic attitudes, and educational goals for Mexican descent adolescents.

Piña‐Watson

Lorenzo‐Blanco

Dornhecker

et al. 2016

Journal of Counseling Psychology

View full text Add to dashboard Cite

show abstract

“…One male student remarked, "It looks geekish to try hard" at school, indicating that masculinity is in opposition to the demeanor of a hard-working student. Lasane et al (1999) found that antisocial competitiveness and hypermasculinity were negatively associated with academic goal setting, indicating that problematic aspects of masculinity are associated with reduced academic engagement. Finally, Cusack, Deane, Wilson, & Ciarrochi (2004) found that males seem less willing and less able to utilize their social support networks, including teachers, and that this difficulty may be exacerbated by subscribing to problematic aspects of masculinity.…”

mentioning

confidence: 97%

The Relation of Masculinity and Help-Seeking Style with the Academic Help-Seeking Behavior of College Men

Wimer¹,

Levant²

2011

The Journal of Men’s Studies

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The present study examined how the endorsement of traditional masculinity ideology, conformity to masculine norms, and help seeking style are related to the avoidance of academic help seeking by college men in psychology courses. One hundred seventy eight undergraduate males participated in the study. Results indicated that greater conformity to masculine norms was significantly associated with avoidance of academic help seeking above and beyond the contribution of demographics, amount of course work taken, and propensity for using the executive help-seeking style. The endorsement of aspects of traditional masculinity ideology was associated with avoidance of help seeking. These results indicate that masculinity variables are associated with men's avoidance of help seeking in academic situations similar to their associations with men's avoidance of help seeking in other areas. Two main aspects of masculinity tapped by both measures are most strongly associated with the avoidance of help seeking when struggling academically: self-reliance and dominance.

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“…Other research have found that the need to provide for the family, emotional connections with family, and familial support have been shown to relate to higher academic motivation and fewer university dropouts [68,73]. Conversely, hostile masculinity, hyper masculinity, and antisocial competitiveness have been found to relate to poorer performance like lower educational development and lower academic goal setting [70,71]. These qualities are narrowly related to those found in the traditional gender role.…”

Section: Introductionmentioning

confidence: 98%

“…Different studies discussed the various important aspects of the gender role and academic performances [68][69][70][71][72][73]. Furthermore the social responsibility, nurturing behavior, and emotional connectedness to family have been linked to more positive academic performance.…”

Section: Introductionmentioning

confidence: 99%

Effect of Mental Health Problems on Academic Performance among University Students in Pakistan

Zada¹,

Wang²,

Zada³

et al. 2021

International Journal of Mental Health Promotion

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Scientific interest in student's mental health experiences has been increasing in the last years due to their influence on students' learning processes, academic performance, and recently, the suicidal news of a student at a private university due to her mental health condition in Lahore Punjab, Pakistan, captured public attention. That incident also shifted researchers and scholars' attention on the much underexplored and tabooed sphere of the broader public health domain. Hence, the current study aimed to explore the relationship between mental health problems and Pakistani university students' academic performance. Participants were 540 senior semester students within the age range of 20-35 years taken from public and private institutes of Pakistan's major cities, including Lahore, Islamabad, and Peshawar. Descriptive and inferential statistics was employed for data analysis. Pearson Product Moment Correlation, Hierarchical Regression analysis, and Independent sample t-test were used for data analysis in inferential statistics. The results of the study reveal that there is a strong positive association between mental health and improvement in academic performance. Mental health problems negatively affect the academic performance of university students. The findings of the current study were beneficial for shedding light on the ignorant area within the broader public health domain; the results are also helpful in raising awareness for not only students but also the parents and university administration to plan and design effective intervention strategies to provide proper mental health that resultantly promote academic excellence.

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Hypermasculinity and Academic Goal-Setting: An Exploratory Study

Cited by 4 publications

References 10 publications

Moving away from a cultural deficit to a holistic perspective: Traditional gender role values, academic attitudes, and educational goals for Mexican descent adolescents.

Moving away from a cultural deficit to a holistic perspective: Traditional gender role values, academic attitudes, and educational goals for Mexican descent adolescents.

The Relation of Masculinity and Help-Seeking Style with the Academic Help-Seeking Behavior of College Men

Effect of Mental Health Problems on Academic Performance among University Students in Pakistan

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