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 aims to set 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 gender,
particularly masculinities, are 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.
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