There continues to be much concern about the retention and persistent of men in college, particularly Black, Latinx, and Native American men. In addition,
queer and trans* men also have found institutions to be problematic spaces. For those who do persist, we know that men are overrepresented in student conduct cases and engage in risky behaviors around alcohol, drug use, and sexual relationships. Additionally, we know that college men have historically avoided engaging in help-seeking behaviors for their academic and personal success.
This book addresses the ways that theory can be put into practice for powerful, transformative learning to support college men and their development.
This book synthesizes the research of the past three decades on college men to inform college student educators on the developmental needs of college men and illuminates how young men are socialized prior to their arrival to campus, but perhaps more importantly, how the collegiate environment becomes a training ground for the socialization of masculinities by students, their peers, and their environments.
Beyond that, it sets out how practitioners can help young men understand why and how they have been socialized around their gender identity, but also what their gender identity and sense of masculinity means for their future selves. The book highlights programs and services designed to have college men engage with and dialogue around issues of hegemonic, toxic, or unhealthy aspects of masculinity. These promising practices can offer college men opportunities to understand their power, privilege, and identity in ways that can be affirming and healthier, leading to more life-giving chances. This is all the more important in the context of an ever-evolving society where traditionally held norms and expectations around genderparticularly masculinitiesare shifting.
This book equips student affairs staff, faculty, and administrators to better support college men’s development. It offers readers insights, ideas, and models for adapting and developing programs, services, and initiatives that may meaningfully meet the needs of specific student populations, while recognizing that there is no “one-size-fits-all” approach to this work.
|Publisher:||Stylus Publishing, LLC|
|Product dimensions:||5.90(w) x 8.90(h) x 0.70(d)|
About the Author
Tillapaugh, PhD, is assistant professor and chair in the
Department of Counselor Education at California Lutheran University, where he primarily teaches in the Counseling and College Student Personnel Program. A graduate of the University of San Diego with a PhD in leadership studies, the University of Maryland with a MEd in counseling and personnel services, and Ithaca College with a MusB in music with an outside field of sociology, he worked as a student affairs administrator for 10 years before becoming a full-time faculty member.
His research interests include intersectionality and student development in higher education, college men and masculinities, and college student leadership development and education. From 2012 to 2016, he served as the chair for the
Coalition on Men and Masculinities, an entity group of ACPA–College Student
Educators International, which focuses on the dissemination of research and practice on college men and masculinities. He has been recognized by ACPA as an Emerging Scholar Designee from 2016 to 2018 for his research on college student development.
Brian L. McGowan is an Associate Professor of Education and Associate
Director of the Center for Teaching, Research, and Learning at American
University. Dr. McGowan earned his Ph.D. in higher education administration from Indiana University with a minor in Sociology. His research seeks to illuminate how minoritized populations experience higher education. More specifically,
his research explores Black men’s achievement, identity development,
interpersonal relationships, and inclusive teaching and learning practices in postsecondary educational settings. Dr. McGowan’s scholarship and professional practice have been praised through awards and honors including the Tracy L.
Davis Outstanding Emerging Research Award from ACPA’s Coalition on Men and
Masculinities, UNCG’s School of Education Distinguished Research Scholar Award,
the National Association of Student Personnel Administrators Melvene D. Hardee
Dissertation Award, and the Emerging Professional Award from The Ohio State
University Higher Education and Student Affairs Program. He co-edited Men and Masculinities: Theoretical foundations and promising practices for supporting college men’s development (Stylus, 2019) and Black Men in the Academy:
Narratives of resiliency, achievement, and success (Palgrave MacMillan, 2016).
In 2017, Dr. McGowan co-edited a special issue of the Journal of College and
University Student Housing dedicated to social justice. Dr. McGowan has delivered over 50 presentations and invited talks at professional conferences and postsecondary institutions across the country on issues related to equity,
inclusion, diversity and social justice. Dr. McGowan is active in several professional associations, including the Association for the Study of Higher
Education, the National Association of Student Personnel Administrators, and the ACPA-College Student Educators International. He most recently served on the editorial board of the Journal of Student Affairs Research and Practice.
Prior to joining American University, he was a tenure track professor at the
University of North Carolina at Greensboro and Indiana State University. He also served as a project associate for the Indiana University Center for
Postsecondary Research primarily working with the National Survey of Student
Engagement. Dr. McGowan has also held several positions within student affairs administration including housing and residence life, new student orientation,
and career services. Given his expertise in retention and persistence of college men of color, Dr. McGowan was invited to be part of three conversations with 150 educational researchers, evaluators, and community advocates through
Research, Integration, Strategies, and Evaluation (RISE) for Boys and Men of
Color, a $10 million-dollar national field advancement initiative in 2016 and
Table of Contents
ForewordRyan P. Barone
IntroductionAdvancing Men and Masculinities WorkDaniel Tillapaugh and Brian L. McGowan
Part One: Theoretical Foundations for College Men and Masculinities
1) Theoretical Complexities of Men and MasculinitiesDaniel Tillapaugh, D. Chase J. Catalano, and Tracy Davis
2) Considerations of Student Development in Men and Masculinities WorkBrian L. McGowan, Daniel Tillapaugh, and Frank Harris III
Part Two: Program Design
3) Building a Campus CoalitionKeith E. Edwards, Zak Foste, and Chris Taylor
4) Toward an Intersectional Model of College Men and Masculinities ProgrammingKyle C. Ashlee and Rachel Wagner
5) Assessment and EvaluationLucas Schalewski, Brian Lackman, and Jamie Utt
Part Three: Specific Program Content and Delivery
6) Developing Engaging Retreat Experiences for College MenPeter Paquette and Vernon A. Wall
7) Reimagining Dialogue-Based PraxisWilson Kwamogi Okello and Stephen John Quaye
8) Men’s Peer Education and Mentoring ProgramsTaj Smith, Vern Klobassa, and Cristobal Salinas Jr.
9) Academic CurriculumJason Laker
10) Comprehensive Initiatives and Programs for College MenCameron C. Beatty, Jonathan A. McElderry, and Jason J. Dorsette
11) Contemporary Issues for College Men and Masculinities Z Nicolazzo
Editors and Contributors