Prospectus Defense

1

Dissertation Development

LaMarcus Streeter

Grand Canyon University

RES-820

Dr. Winter

February 21, 2024

Navigating Masculinity in Education: Impact on Academic, Social, and Emotional Success

Rodriguez, S. L., Blaney, J. M., Vasquez, M. C., & Salinas Jr, C. (2021). Latino men and masculinities: A multi-institution study of community college transfer experiences. Community College Review, 49(3), 262-289.

Diving into the intricate experiences of Latino men in community college transfer programs, this article primarily focuses on how they negotiate their masculinity within educational environments. The authors employ qualitative analysis to scrutinize an elaborate interplay among race, gender and educational trajectories; thus shedding light on nuanced methods through which these individuals navigate the academic - social - emotional landscapes inherent to higher education settings. The research illuminates the challenges that Latino male students face, underscoring their resilience and strategies for success in community college transfer programs. By offering rich narratives and profound analysis, it deepens our understanding of how intersecting identities influence educational outcomes. The findings provide valuable insights to educators, administrators, and policymakers who aim to bolster support systems and cultivate inclusive environments promoting higher education success among Latino men.

Miller, R. A., Vaccaro, A., Kimball, E. W., & Forester, R. (2021). “It’s dude culture”: Students with minoritized identities of sexuality and/or gender navigating STEM majors. Journal of Diversity in Higher Education, 14(3), 340.

The research examines the lives of students holding minoritized identities within STEM majors, capturing the influence of hegemonic masculinity on academic, social, and emotional experience in STEM cultures. This research looks into the intricacies that characterize the plight of people whose sexual orientation and gender identity are not accepted within Science, Technology, Engineering and Mathematics, bringing to light the special issues they face. The authors also highlight the importance of intersectionality of gender with the other marginalized identities and how these elements play out in educational settings. Through their analysis, masculinity norms of science, technology, and engineering cultures are revealed to be among the factors that impact not only academic performance, but also social interactions and psychological health. Through this research, we will have incredible insights about the life and experience of marginalized students in STEM institutions, which further emphasize that inclusive systems and policies are required in these learning institutions. Moreover, it shapes the questioning of the established norms and the structure in the STEM area and encourages a workplace where everyone is motivated and supported.

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Duckworth, K. D., & Trautner, M. N. (2019). Gender goals: Defining masculinity and navigating peer pressure to engage in sexual activity. Gender & Society, 33(5), 795-817.

Employing qualitative analysis, this article comprehensively examines how masculinity is constructed and its implications on peer interactions--particularly in the context of sexual activity. It delves into the intricate processes through which boys and young men negotiate masculinity norms: navigating social environments while grappling with peer pressure. By shedding light on these dynamics; thusly revealing profound insights into gender identity's complex interplay with societal expectations - not to mention emotional well-being. Duckworth and Trautner, through rich narratives and nuanced analysis, underscore the multifaceted ways masculinity norms shape individuals' behaviors and perceptions - especially in relation to sexual experiences. This research deepens not only our understanding of gender socialization mechanisms but also emphasizes an imperative: we must consider the broader societal context within which these processes occur. In essence; ultimately—a term appropriate here—the findings yield valuable implications for interventions targeting healthier conceptions of masculinity; they foster supportive environments conducive to boys' and young men’s well-being.

Rogers, A. A., Nielson, M. G., & Santos, C. E. (2021). Manning up while growing up: A developmental-contextual perspective on masculine gender-role socialization in adolescence. Psychology of Men & Masculinities, 22(2), 354.

This article delves into the process of social construct of masculinity during adolescence using a developmental-contextual approach, thus understanding how boys navigate the social constructions of being a man. The role gender norms play in shaping different aspects of adolescents’ development such as academic performance, social experience and emotional expression is explored by the authors through research. The strengths of the developmental-contextual approach lies primarily in the ability to integrate the individual development and the socio-cultural context as key forces behind the formation of masculine identities. Using qualitative approaches and theoretical frameworks, the research shows the intricate situations that arise as boys navigate the appropriation of masculine gender norms during adolescence, exploring both the challenges and opportunities boys face while "growing up" to meet societal expectations. From this perspective, it gives more insights into the several mechanisms that underlie socializing processes of gender and underscores outstanding need of creating environments that support healthy and varied expressions of masculinity among adolescent boys. Overall, the report outcomes hold significance for educators, parents, and policymakers in creating developmentally optimal environments, understanding adolescent boys' diverse needs, and ultimately, improving these.

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Kaeppel, K., Grenier, R. S., & Björngard-Basayne, E. (2020). The F word: The role of women’s friendships in navigating the gendered workplace of academia. Human Resource Development Review, 19(4), 362-383.

In this study, we delve into the crucial role of women's friendships in maneuvering through academia's gendered dynamics and illuminate how these supportive relationships bolster academic as well as professional success. This research presents invaluable revelations about the contribution that supportive bonds among women make to achievements within educational settings; although our primary focus remains on capturing various experiences unique to females - it indirectly uncovers broader gender dynamics prevalent in academic sectors. The authors, by conducting a qualitative analysis, shed light on how women's friendships function as support systems: they provide mentorship and advocacy. These crucial relationships empower these women to overcome challenges and obstacles in their academic workplaces. The study underscores--through highlighting the pivotal role of interpersonal connections in propelling success--the critical need for environments where collaboration is prioritized over competition among colleagues; this fosters solidarity which is essential for workplace harmony. Despite not directly engaging with masculinity, its findings yield significant implications for comprehending broader gendered dynamics at work within educational settings: a noteworthy contribution indeed! The research ultimately delivers a multifaceted understanding of gender relations in academia. It fervently promotes inclusive practices, aiming to benefit every individual within the academic community. Top of Form

Shah, S. (2023). Navigating gender stereotypes as educational leaders: An ecological approach. Management in Education, 37(3), 140-149.

The article gives an intricate picture of educational leadership, highlighting in particular male educators’ transition through the assigned roles and problems stemming from the society’s perception and expectations. Centering ecologically, Shah skillfully delves into how the combined individual ones and the broader systemic variables contribute to the dynamics of gender within educational leadership. This prism permits Shah to bring to light the subtleties of gender norms, providing quite interesting illustrations of the multiplicity of problems met by male education executive leaders. Through the examination of complex organizational features, the research provides a highly-developed perception of the playing dynamics in educational leadership. Shah's research develops the discourse on the leadership approaches which are responsive to the needs of the education system to become more inclusive and equitable. Adding to that, the research highlights the importance of tackling the systemic inequalities that prevent gender equality from being attained in leadership positions; therefore, the need to make this paradigm shift in educational leadership is advocated for.

Daniels, H. A., Grineski, S. E., Collins, T. W., & Frederick, A. H. (2019). Navigating social relationships with mentors and peers: Comfort and belonging among men and women in STEM summer research programs. CBE—Life Sciences Education, 18(2), ar17.

Scrutinizing the pivotal role of mentorship and peer relationships, this study aims to foster comfort and a sense of belonging among participants in STEM summer research programs. The primary focus lies not only on comprehending social relationship dynamics within these programs but also indirectly illuminating their broader impacts on academic success in STEM fields. Authors conduct qualitative analysis, revealing how intricately mentorship and peer interactions shape participants' experiences along with perceptions regarding comfort and belonging. The research illuminates these dynamics: it offers valuable insights into the mechanisms whereby social support networks contribute to academic achievement and retention in STEM disciplines. Although not exclusively centered on masculinity, this study carries crucial implications for understanding broader socio-cultural influences on scholastic success; thus underscoring the significance of fostering supportive environments – ones that facilitate positive social interactions and mentorship opportunities alike–for all participants engaged with STEM education. The findings ultimately underscore: they place a critical emphasis on--the role of social relationships in instilling an inclusive, supportive atmosphere within STEM learning environments. As a result, this enhances overall academic success and boosts retention rates across these fields. Top of Form

Orrock, J., & Clark, M. A. (2018). Using systems theory to promote academic success for African American males. Urban Education, 53(8), 1013-1042.

The article by Orrock and Clark (2018) explores and articulates the strategies on how to improve academic performance of black boys. The paper comes to grips with the myriad of factors that affect educational outcomes for the stipulated cohort of students. The topic is both academic success and also various approaches at how we study the entanglement of many non-academic aspects into the educational system, the example may be the influence by masculinity norms. Orrock and Clark, in their analysis, bring forth the multifaceted nature of the many challenges African American male students face, and additionally provide an advocacy for the implementation of systemic intervention approaches that address social barriers to success. Using the systems perspective that is underlying the study, the research stresses the interconnection between the individual experiences of the students with the larger context that is outlined by socio-cultural and institutional factors, underlining that the top strategies for the academic achievement promotion are complex and comprehensive. Moreover, though not focusing only on masculinities, the research underlies the importance of looking at the role of gender within educational systems and its impact on the academic success of African American males in particular. Fundamentally, the results provide for a more robust knowledge of the many nuances embedded in the process of ensuring equitable learning opportunities for the marginalized groups.

Garvey, J. C., Mobley Jr, S. D., Summerville, K. S., & Moore, G. T. (2019). Queer and trans* students of color: Navigating identity disclosure and college contexts. The Journal of Higher Education, 90(1), 150-178.

Primarily focusing on identity disclosure within college contexts, this research indirectly illuminates the intersectionality of gender identity, race, and educational experiences. The authors employ qualitative analysis to shed light on complex dynamics surrounding identity disclosure; they demonstrate its influence over marginalized student populations' academic and social experiences. Centering their study around queer and trans* students of color enables them to offer valuable insights into how gender identity intersects with race in educational settings. The research, though not specifically focusing on masculinity, emphasizes the importance of examining multiple identity dimensions and their interactions in shaping educational experiences. Its findings deepen our understanding of the hurdles that marginalized student populations encounter while navigating college environments; it underlines how crucial it is to cultivate inclusive spaces—spaces affirming all students' diverse identities and experiences. In conclusion: this study draws attention to a critical need for policies and practices promoting equity while bolstering well-being among queer/trans* students of color at higher education levels.

Goodwill, J. R., Mattis, J. S., & Watkins, D. C. (2022). “I didn't know who to talk to”: Black college men’s sources and descriptions of social support. Psychology of Men & Masculinities, 23(2), 197.

In this article, we concentrate on probing into the origins and depictions of social support within higher education settings for a specific demographic group. Through our rigorous qualitative analysis, we illuminate the complex spectrum that encompasses experiences of Black college men when it comes to maneuvering through their social support networks. The study emphasizes critical factors influencing academic success, including availability and effectiveness of these networks among others; not just for black males but across all students’ categories in terms of socio-emotional well-being as well as general sociability within an academic environment: thus underlining its paramount importance in shaping overall educational outcomes--a facet which is often overlooked or understated despite being integral part thereof! The authors, through their findings, provide invaluable insights: they illuminate the challenges that Black college men grapple with and underscore the pivotal role of social support in alleviating these difficulties. Although not exclusively centered on masculinity; this research enriches our understanding of how race intersects with gender to mould educational experiences. The study ultimately emphasizes--with an exclamation point for emphasis! --the critical importance: fostering supportive environments and fortifying social networks are tantamount to propelling well-being and success amongst Black male students at institutions for advanced learning.

REFLECTION

Degree:

Doctor of Education in Organizational Leadership Emphasis K-12 Leadership Qualitative Research.

How the potential topic aligns with your program of study and emphasis:

The scarcity of male educators poses multifaceted challenges for educational leaders. It can cause gender stereotypes, limit diversity of perspectives, and impede the recruitment and retention of male teachers. Additionally, the lack of male role models in education can impact students' aspirations and engagement, particularly for male students who may benefit from seeing themselves represented in teaching roles. Addressing these challenges requires proactive efforts to promote diversity, challenge stereotypes, and create inclusive environments where all educators, regardless of gender, can thrive. By promoting greater gender diversity in education, leaders can enhance the learning experience and better prepare students for a diverse and inclusive society.

Feasibility of Research Problem:

The proposed study is highly feasible based on the fact that it concentrates on the actual occurrences in the educational settings especially the influence of the male presence in the educational setting. The wide scope in the subject of the study population is the primary reason behind the feasibility of the study because it includes students at different academic levels ranging from K-12 to higher education. Collaborations with educational institutions can guarantee access to human subjects. In addition, the diversity of the representation will be ensured through various demographics and settings. Furthermore, the flexibility of different data collection methods including surveys, interviews, and observations highlights the adaptability of the research design in that it allows to modify the design according to the objectives of the study and the choices of the participants. The study can broaden the knowledge by using multi information collection. This will allow the research to depict a complex nature of the students and male presence interactions in educational context.

Problem Statement:

Leveraging on existing literature, the proposed investigation is set to address the glaring concern of the understudied nature of the impact of the men’s presence in education, on students’ achievements both academically, socially, and emotionally. Although this area has been studied extensively, there are ways in which the scholarly attention has not been adequate, and particular regarding how the masculinity norms shape educational outcomes. The problem statement draws attention to the fact that it is important to determine how does the male presence contribute to the formation and enrichment of educational environments and experiences of students and underlines the necessity of this study for informing the interventions, and practices related to the cultivating outlook of inclusive and equitable learning environment. Thus, it is hoped that through this exploration, more knowledge on the matter as well as strategies which support the well-being and success of students of all gender would be developed.

Need for Study:

Studies conducted by Rodriguez et al. (2021) and Miller et al. (2021) underscore the substantial impact of gender dynamics in educational settings on student experiences and outcomes: this research definitively demonstrates--not merely suggests or implies, but establishes beyond doubt; it serves as an unassailable testament to–the critical role these factors play. Scholars have dedicated significant attention to comprehending the specific impacts of male presence on academic, social and emotional student success. However, a considerable knowledge gap persists in this area—its importance underscored by its obstruction towards formulating inclusive learning environments and rigorous educational policies fostering gender equity. It becomes imperative then that we address this gap for two reasons: first advancing education's field; secondly equipping our institutions effectively to support all students' diverse needs – irrespective of their gender identities.

Conceptual/Theoretical Framework:

Rogers et al. (2021) articulate the Gender Role Strain Paradigm, a foundational concept that elucidates the tension and stress individuals experience in conforming to societal masculinity expectations. This study leverages this theoretical framework as its guide; it aims to explore how educational setting's masculinity norms shape student experiences and outcomes. The Gender Role Strain Paradigm serves as a powerful tool for dissecting these dynamics, gifting us with precious insights into the labyrinthine nature of gender interactions within education. This theory not only steers our analysis but also sharpens our interpretation of research results; thus, we can delve deeper into understanding how masculinity norms dovetail student achievement in academic settings.

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Significance to the Problem:

The research highlights the immense importance of the field of education because of its contribution to the understanding of how the presence of boys affects the academic progress of school students in different aspects. The research can be used in pathway of creating programs, establishing support facilities, and generating directional structures which will make the environment equitable to all gender and promote systematic inclusion and academic achievement by each scholar. The complex gender influence that male students exert on the female ones in the class room should be understood. It is vital for the educators, policymakers and the stakeholders to design studying environments that can meet the needs of the students regardless of their gender identity. Nevertheless, in addition to this, the results of this study could be utilized at wider discussions and actions aimed at the breakdown of gender biases and the promotion of equal education.

Defense of Article Selection:

The choice of articles for this research was deliberately made to reach maximum understanding of the role played by gender issues in education in students’ outcome. The two pieces of articles selected for this research were guided by their relevance to the area we chose to research and their contribution to the unfolding of the intricacies of the male presence in the classroom. On the other hand, all works which are covered are comprehensive, as they have been published within the last 5 years thereby indicating progress and advancement in the field. As such, the research discussed be contemporary and relevant to the state-of-the art discourse on the topic. Overall, the selected articles supply different and multiple perspectives and views of the study that are useful in supporting both theoretical and empirical results, thus adding credibility and robustness to the study.

References

Daniels, H. A., Grineski, S. E., Collins, T. W., & Frederick, A. H. (2019). Navigating social relationships with mentors and peers: Comfort and belonging among men and women in STEM summer research programs.  CBE—Life Sciences Education,  18(2), ar17.

Duckworth, K. D., & Trautner, M. N. (2019). Gender goals: Defining masculinity and navigating peer pressure to engage in sexual activity.  Gender & Society,  33(5), 795-817.

Kaeppel, K., Grenier, R. S., & Björngard-Basayne, E. (2020). The F word: The role of women’s friendships in navigating the gendered workplace of academia.  Human Resource Development Review,  19(4), 362-383.

Miller, R. A., Vaccaro, A., Kimball, E. W., & Forester, R. (2021). “It’s dude culture”: Students with minoritized identities of sexuality and/or gender navigating STEM majors.  Journal of Diversity in Higher Education,  14(3), 340.

Orrock, J., & Clark, M. A. (2018). Using systems theory to promote academic success for African American males.  Urban Education,  53(8), 1013-1042.

Rodriguez, S. L., Blaney, J. M., Vasquez, M. C., & Salinas Jr, C. (2021). Latino men and masculinities: A multi-institution study of community college transfer experiences.  Community College Review,  49(3), 262-289.

Rogers, A. A., Nielson, M. G., & Santos, C. E. (2021). Manning up while growing up: A developmental-contextual perspective on masculine gender-role socialization in adolescence.  Psychology of Men & Masculinities,  22(2), 354.

Shah, S. (2023). Navigating gender stereotypes as educational leaders: An ecological approach.  Management in Education,  37(3), 140-149.

Garvey, J. C., Mobley Jr, S. D., Summerville, K. S., & Moore, G. T. (2019). Queer and trans* students of color: Navigating identity disclosure and college contexts.  The Journal of Higher Education,  90(1), 150-178.

Goodwill, J. R., Mattis, J. S., & Watkins, D. C. (2022). “I didn't know who to talk to”: Black college men’s sources and descriptions of social support.  Psychology of Men & Masculinities,  23(2), 197.