men at-risk: contributing factors to academic failure hilleary himes, terry musser, janet...
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MEN AT-RISK: CONTRIBUTING FACTORS TO ACADEMIC FAILURE
Hilleary Himes, Terry Musser, Janet Schulenberg, Marion Schwartz,
Tanja St. Pierre, Douglas Wilson
Penn State University
2014 NACADA Annual Conference
INTRODUCTIONS
Penn State Division of Undergraduate StudiesResearch and Assessment Team (RATs)
Hilleary HimesTerry MusserTanja St. PierreJanet SchulenbergDel SchwabMarion Schwartz
Graduate AssistantDouglas Wilson
NACADA Research Grant
AGENDA
• Define men at risk• Trends of male student success in
higher education• The Penn State study• Results of Phases 1, 2 and 3• Discussion of Phase 4:
Development and assessment of specific advising practices to engage male students
• Wrap Up
NATIONAL ENROLLMENT TRENDS BY GENDER
GENDER GAP IN EDUCATIONAL ATTAINMENT
THEORETICAL BACKGROUND:SOCIAL CONSTRUCTION OF GENDER• Rigid Gender Roles attached to
biological sex
• Emphasizes the influence of social interactions, social structures, and social contexts in producing and reinforcing gender roles (not biological differences)
• Gender Roles are well established before college
(Harris 2010)
THEORETICAL BACKGROUND:SOCIAL CONSTRUCTION OF GENDER
Hegemonic (Predominant) Masculinity:• The characteristics of masculinity that
become the idealized norm vary, and are acted out by those who are most powerful.
• Masculinity is institutionalized and individualized
• Model of fluent masculinity
• Male students display socially acceptable behaviors
(Edwards and Jones 2009)
THEORETICAL BACKGROUND:SOCIAL CONSTRUCTION OF GENDER
• Gendered Norms:Strong (physically and mentally), rational, control/self-control, objective, unemotional, patriarchal
Hypermasculinity
• Gendered Behavior: Misogyny, excessive alcohol consumption, homophobia, frequent sexual encounters, physical fitness “Toxic Masculinity”(Harris 2008 & 2010)
THEORETICAL BACKGROUND:SOCIAL CONSTRUCTION OF GENDER
Inverse relationship between acceptance of masculinity and
lack of academic motivation, lack of
help-seeking
(Wimer and Levant 2011)
• Men are majority of nonacademic violations (Harper, Harris & Mmeje 2005)
• 90% of college students accused of sexual assault, relationship violence & sexual harassment are male (Foubert, Newberry & Tatum 2007, Hong 2000)
• Homophobia (Kahn, Brett & Holmes 2011)
• Depression (Good & Mintz 1990)
• Poor coping techniques (Goos & Wood 1995)
• Academic underachievement (Kellom 2004, Sax 2008)
CONSEQUENCES OF HYPERMASCULINITY
College men spend more time:
• Watching TV• Playing video games• Partying• Consuming alcohol
CONSEQUENCES OF HYPERMASCULINITY: BEHAVIORAL
(Sax 2008)
CONSEQUENCES OF HYPERMASCULINITY: MENTAL AND PSYCHOLOGICAL OUTCOMES
(Addis & Mahalik1996, Blazina and Qwatkins 1996)
Lack of help-seeking:
• Help-seeking conflicts with masculinity:• “Norm” for men – against seeking power, control and self-reliance•Only if opportunity to reciprocate – if chance to help later•Only if taking “Control” of problem
• Asking for help is loosing access to power and control
• The higher the level of masculinity, the higher the level of anxiety and depression
THE PENN STATE STUDY
Phase 1: Spring, 2013
Data analysis: Are men more at risk of failure?
Phase 2:Fall, 2013
Survey of male students at University Park Campus: What are the behaviors of men below a 2.0 cumulative GPA?
Phase 3:Spring, 2014
Interviews of men below a 2.0 cumulative GPA: What are the experiences of men on probation?
Phase 4:Spring, 2015
What advising techniques and interventions will help male students make successful transitions to college?
PHASE 1: STATISTICAL ANALYSIS OF PENN STATE MEN
AT RISK
An Examination of FactorsInfluencing Undergraduate Male Student
Success and Retention at Penn State - University Park
(Wilson & Choi, 2013)
What factors influence academic failure of undergraduate students on the PSU University Park campus?
RESEARCH QUESTION
* Definition : failure is defined as earning less than 2.0 cumulative GPA
PHASE 1: DATA SET
All undergraduate, degree-seeking students
Academic record from fall 2010
Predictors:1. Academic Background 2. Demographics3. Attitudes and Expectations
ACADEMIC FAIL (ACDFAIL) AND SEX
AcdFailTotal
Non Failed Failed
Female 15614 311 15925
Male 17990 651 18641
Total 33604 962 34566
HIGH SCHOOL GPA & ACDFAIL
LOGISTIC REGRESSION-DEMOGRAPHICS
Variable β S.E. p-value Exp(β)
Gender (Sex) .599 .081 .000 1.821
Ethnic Group -- -- .000 --
Age .165 .021 .000 1.180
College -- -- .000 --
Number of Enrolled Semester
-.556 .022 .000 .574
High-school GPA -.525 .50 .000 .591
Mother’s Education Level
-- -- .000 --
Withdraw or Not 1.309 .151 .000 3.702
Intercept -2.995 .645 .000 .050
LOGISTIC REGRESSION- MOTHER’S EDUCATION
20
Categories B S.E. Wald df Sig. Exp(B)
Less than high school
.300 .457 .432 1 .511 1.351
High School .446 .418 1.141 1 .285 1.563
Greater that high school
.266 .417 .406 1 .524 1.304
4year degree -.198 .418 .225 1 .635 .820
greater than 4year degree
.042 .432 .009 1 .923 1.043
graduate degree
-.162 .421 .148 1 .700 .851
Not applicable -.300 .602 .249 1 .618 .740
DISCUSSION & QUESTIONS Gender effect on academic
performance of University Park campus students was revealed
Other potential variables were revealed; Ethnicity, Age, College, Enrolled semester, high school GPA, Mother’s education levelo High school GPA – gender association
Should not over-generalize the results: Sample size problemo Veteran - only 1 record available
PHASE 2: SURVEY FALL 2013
18,138 Male Students at UP 541 emails bounced back
84 opted out 1,287 responded 7% response rate
SURVEY – FALL, 2013
• Survey questions built on literature review
• Posted article about research in Student Newswire BEFORE sending first email
• Sent emails 10/23, 11/1 and 11/12
SURVEY RESULTS
Class Attendance57% attend class
regularly, rarely miss36.4% miss
occasionally5.8% attend
occasionally.9% rarely attend
Average Daily Sleep hours
.7% sleep >12 hours 31.2% sleep 8-12 hours66.6% sleep 4-7 hours1.6% sleep <4 hours
Meals per Day 11.7% > 3 42.1% 3 43.2% 2 2.7% 1 .2% <1
SURVEY RESULTS
Belong to a fraternity? 87.4% No
Serve as a club leader? 57% No
Cumulative GPA: 43.6% 3.5 – 4.0 33.4% 3.0 – 3.49 16.7% 2.5 - 2.99 5.1% 2.0 – 2.49 1.2% <2.0
# of alcoholic beverages/week: 12.4% >20 8.1% 16-20 13% 11-15 18.7% 6-10 47.7% 0-5
Recreational drugs/week: 2.5% >20 1% 16-20 1.4% 11-15 4.4% 6-10 90.6% 0-5
SURVEY RESULTS
Age 18-24 95.6%
Race/ethnicity White 83.9% Asian 6.7% African American 3.5% Hispanic 2.5% Other 3.1%
Veterans 2.6% International 7.6% Athletes 4.5% GLBTQ 7.4%
Raised with involved father 63.4%
Resource >6 times per
semester
5-6 times per
semester
3-4 times per
semester
1-2 times per
semester
Never Rating Count
Learning Center
.9% .6% 2.8% 6.4% 89.3% (1,132)
1,267
Tutoring 2.1% 1.2% 3.8% 8.8% 84.1% (1,066)
1,267
Teaching assistant
6.5% 4.7% 14% 33% 41.8% (530)
1,269
Instructor 7.1% 8.1% 16% 39.2% (501)
29.7% 1,278
Advisor 1% 2.2% 10.6% 51.1% (648)
35% 1,268
Faculty other than instructor
3% 2.4% 5.6% 18.9% 70% (881) 1,258
Fellow student
46.3% (592)
12.8% 18.9% 14.1% 8% 1,280
Utilization of Learning Resources
Activity >20 15-19 10-14 5-9 1-4 0
Studying 20.9% 12.1% 20.3% 24.6% 21% 1.1%
Sports 1.7% 1.7% 3.8% 8.7% 27.5% 56.6%
Student Clubs
4.6% 3.3% 8.1% 19.5% 36.2% 28.2%
A job 6.5% 7% 12.1% 8.2% 4.6% 61.6%
Community Service
1% .3% .9% 3% 13.4% 81.5%
Research 1% 1.4% 4.9% 7.5% 10% 74.9%
Average hours per week on these activities
Activity >20 16-20 11-15 5-10 0-4
Video gaming 3.7% 3.3% 9% 20% 64.1%
Social media 6% 6.4% 16.7% 38.7% 32.3%
Hanging w/friends
13.5% 14.6% 26% 33.4% 12.5%
Average hours per week on these activities
PHASE 3: INTERVIEW OF MALE STUDENTS BELOW 2.0 CUMULATIVE GPA
• 692 male students below 2.0 cumulative GPA @ end of SPRING 2014 semester
• Invited ALL 692 to interview• 8 interviews completed on campus• 7 interviewers (received training)• 2 interviewers present for all
interviews• Digitally recorded and transcribed
PHASE 3: INTERVIEW OF MALE STUDENTS BELOW 2.0 CUMULATIVE GPA
Qualitative Analysis
DISCUSSION OF RESULTS
PHASE 4
What unique approaches do you employ when advising male undergraduate students?
What is needed to better address the needs of male undergraduate students?
How would you raise the profile of this issue on your own campus?
THANK YOU!
Q & A
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