Men and Masculinities in Higher Education: Introduction to a Special Issue

Laker, Jason A.

doi:10.3149/csm.0502.106

Cited by 3 publications

(3 citation statements)

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“…Yet, it does not seem to draw on the notion of a hidden curriculum, although gender has been a topic of interest (e.g. Laker 2011;Pasque 2011;Sax 2008). Instead, models of identity development incorporate student-faculty interactions into, for example, context (e.g.…”

Section: Inspirational People During Emerging Adulthoodmentioning

confidence: 99%

Faculty women as models for women students: how context matters

Mens-Verhulst

Woertman

Radtke

2014

Studies in Higher Education

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We explored how frequently academic staff serve as role models for women undergraduate students, how this compares to the family context, and the qualities associated with potential role models in both contexts. Participants were 138 psychology students at a Dutch university. They completed a selfadministered, online survey about inspirational people and a sentence-completion task. Older university women were inspiring for 20.5% of students; younger university women for 14.4%. Men were rarely identified as role models in the academic context, but with almost the same frequency as women in the family context. Academic women were admired primarily for qualities related to their work and as people with authority/power while family women were associated mainly with relational qualities, like caring. Focusing on the academic context, we argue that there is a 'hidden gender curriculum,' which contributes to students' identity development and which may reproduce or disrupt social and cultural inequalities.

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Section: Inspirational People During Emerging Adulthoodmentioning

confidence: 99%

Faculty women as models for women students: how context matters

Mens-Verhulst

Woertman

Radtke

2014

Studies in Higher Education

View full text Add to dashboard Cite

show abstract

“…This endeavor is often represented as an effort to correct the misconceptions and poor reputation that plagues male college students in student affairs. Advocates typically argue that strategies intended to address college men's problematic behaviors need to be rooted in pedagogy and programming that can acknowledge and make visible their socialized gender identity (Davis, 2002;Edwards & Jones;Harris, 2010;Laker, 2005;Laker & Davis, 2011). Furthermore, exclusive reliance on disciplinary action is considered counterproductive.…”

Section: Developmental Models For College Menmentioning

confidence: 99%

“…Laker's (2005) influential dissertation highlights how student affairs practices can inadvertently leave the underlying behavioral issues intact by treating college men as "bad dogs", relying on criticism, shame, and punishment instead of reflection and mediation. Such strategies ultimately fail to disrupt problematic performances of masculinity, thereby leaving systemic patriarchy undisturbed on campus (Laker & Davis, 2011). It similarly suggests that addressing the gender gap in study-abroad programming cannot be achieved through a deficit-based approach.…”

Section: Developmental Models For College Menmentioning

confidence: 99%