This study addresses existing gaps in the literature concerning the undergraduate experiences of Latino men students as examined through an intersectional and masculinities-based lens. Due to a dearth in literature centering the exclusive study of Latino men in higher education, researchers are challenged to offer a comprehensive understanding of their postsecondary experiences and outcomes. Therefore, the purpose of this phenomenological study was to understand how currently enrolled Latino men undergraduate students make meaning of their undergraduate experiences. Relying on the lived experiences of Latino undergraduate men, this study collected data through three sets of interviews (Seidman, 2013). The examination of data was considered through the Multilevel Model of Intersectionality (Núñez, 2014a), which allowed for the participants’ lived experiences to be examined at multiple levels of intersectionality and centered in social oppression and privilege. The findings center the role of the Latino family, navigating and overcoming pan-ethnic discrimination, and evolved understandings of masculinity. Recommendations include the incorporation of the Latino family into the postsecondary experiences of Latino men, discontinuing the study of Latino masculinities as a homogenous concept, and equity based institutional policies that center the intersectional needs of Latino men undergraduate students related to academic and personal success. / Includes bibliography. / Dissertation (PhD)--Florida Atlantic University, 2021. / FAU Electronic Theses and Dissertations Collection

The current study explored the relations among rape myths, attitudes toward rape victims, perceived social support, sex role, and social reactions in a male undergraduate sample (N = 205). Males who have provided support to a sexual assault victim were compared to those who have not provided support to a sexual assault victim on several measures. Social reactions of those who have provided support to a sexual assault victim were compared to hypothetical reactions provided by individuals who have not previously provided support. Results indicated that rape related attitudes and beliefs did not differ between those who have and have not provided support to a sexual assault victim. In addition, individuals who were responding to a hypothetical situation reported that they would provide more positive social support than individuals who were responding to an actual situation. Implications for clinical work and future research in this area are discussed.

The study of cognitive factors in sexual aggression has, for the most part, been limited to beliefs and attitudes. The present study sought to detect a rape-supportive schema of sexual relationships that organizes and guides information processing in several cognitive domains: cognitions arising in the context of a simulated sexual situation, memory, person perception, and social reasoning.

This study systematically examines contraceptive knowledge, attitudes, and practices among United States Midwestern college students. The goal is to provide data on the distribution and correlates of common or "folk" knowledge that can be used to promote positive attitudes, and safer practice of contraceptive use. Many factors may influence the distribution of contraceptive knowledge, attitudes, and behavior. These include innate characteristics, culture, and gender stereotypes. Hence, this study concentrates on sex/gender differences in contraceptive knowledge, attitudes, and practices. It was found that higher knowledge levels positively correlate with positive attitudes concerning contraceptive use. The ultimate goal is to ascertain what the differences are to provide a foundation to develop better education strategies for young adults. / Department of Anthropology

The purpose of this qualitative, in-depth interview, study was to understand the experiences of heterosexual male Resident Assistants (RAs) from a gendered perspective taking into account their leadership position and identity development. The significance of this particular topic is underrepresented in literature. Heterosexual male RAs have not been subjects for most masculinity studies and little research actually has considered the identities of heterosexual men as gendered individuals. Therefore, heterosexual males in a compassionate leadership position may suffer from being ignored and dismissed as not having developmental situations imposed upon them directly by this position. The results of this study include an understanding of how heterosexual male RAs identify their masculinities and the pressures they feel from societal gender norms. Implications include suggestions for how to advocate for male RAs and improve training to promote greater success for heterosexual men. / Access to thesis permanently restricted to Ball State community. / Department of Educational Studies

This purpose of this study was to investigate the effects of Gender Role Conflict upon college men's scores of psychological well-being, substance usage, and attitudes toward psychological help-seeking. It was found that the Success, Power, and Competition variable of Gender Role Conflict was the one variable that was consistently related to the measures of interest. Moreover, it was found to be significantly related to a decrease in psychological well-being, including Trait Anger, Angry Reaction subtype of trait anger, Angry Temperament subtype of trait anger, and Trait Anxiety. It was also found that this same variable was significantly related to increased reports of alcohol usage. Where as four of the possible five Gender Role Conflict variables were related to a negative attitude toward help-seeking, the Success, Power, and Competition variable was most heavily weighted.

Thesis advisor: Heather T. Rowan-Kenyon / College fraternities are routinely associated with alcohol use and hazing (e.g., Wechsler, Kuh, & Davenport, 1996; Allan & Madden, 2008). These outcomes can lead to troubling consequences for fraternity members, and other stakeholders (DeSantis, 2007; Syrett, 2009). The masculine norm climates perpetuated by fraternities may contribute to fraternity men’s alcohol use and hazing motivations (Kimmel, 2008; Syrett, 2009). However, not all fraternity members conform to hegemonic masculinity (Anderson, 2008; Harris & Harper, 2014). The masculine norm climates collectively espoused by fraternities may vary between chapters, and these differences may explain members’ alcohol use and endorsement of hazing rationales (DeSantis, 2007). In addition, organizational socialization tactics have been found to relate to the outcomes of newcomers (e.g., Ashforth & Saks, 1996), and these tactics may explain differences that exist across the population of chapters for the relationships among members’ conformity to masculine norms and their alcohol use or endorsement of hazing rationales. No prior study had utilized a large, multi-institutional sample to examine if fraternity members’ alcohol use or support of hazing rationales varied between fraternity chapters, or if the masculine norm climates promoted by chapters predict these outcomes. To address this gap, this study collected data from 2,678 undergraduates from a single college men’s social fraternity represented at 76 colleges and universities in the United States and Canada. Utilizing a critical postmodern quantitative inquiry, the data were analyzed through descriptive analyses and hierarchical linear modeling (HLM). The findings indicate that fraternity members’ alcohol use and endorsement of hazing rationales varied between fraternity chapters. Chapter heterosexual presentation climate was positively related to a member’s alcohol use. Risk-taking, heterosexual-presentation and playboy climates were positively related to members’ endorsement of social dominance hazing rationale, whereas the violence climate perpetuated by a fraternity chapter was negatively related to this rationale. Risk-taking climate was positively associated with the endorsement of solidarity and instrumental education hazing rationales. Investiture socialization climate was found to not moderate relationships among individual masculine norms and hazing rationales. / Thesis (PhD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Employers often lament that many American workers are not qualified for present and future jobs due to changing skills requirements and deficiencies of schools. In 1991, the Secretary of Labor's Commission on Achieving Necessary Skills (SCANS) report recommended educators use work sites to help students achieve foundation skills and workplace competencies. Through cooperative work experiences (CWE), many community college professional/technical programs place students in actual work situations as part of program requirements. These experiences enable students to apply classroom learning while engaged in productive work related to their specialties. The purpose of this study was to identify and describe social and learning strategies male community college students use to maximize learning from cooperative work experiences. Three conditions influence these strategies. 1. Every work experience situation is unique. Numerous environmental and personality variables affect the quality of the work experience. 2. Trainers are employees paid for the work they do. Productive work is their first priority; training is secondary. 3. Work site trainers are knowledgeable and highly skilled but may not be trained to teach. Based on in-depth interviews with male students and trainers/supervisors, this study found that (a) a candid and respectful relationship between student and trainer must exist before a trainer will share fully his expertise and knowledge with the student and students have primary responsibility for establishing and maintaining this relationship, (b) the effort a trainer is willing to expend on training reflects his perception of a student's eagerness to excel and willingness to work hard, and (c) students have primary responsibility for managing their own learning during work experiences. Students use four primary learning strategies to maximize their learning during a CWE: (a) applying cognitive apprenticeship processes, (b) solving problems, (c) recognizing and pursuing incidental learning opportunities, and (d) practicing technical skills. Although the subjects of this study represent only a segment of professional/ technical programs, the findings may be useful for preparing other program students for their work experiences. / Graduation date: 2001

Responding to a body of literature that identifies road crashes caused by drinking and driving as a serious social and economic issue in South Africa, this research aims to investigate behaviour and beliefs relating to drinking and driving among young males in the Pietermaritzburg area of KwaZulu-Natal, South Africa. This sampling criterion emanates from the identification of this group as an at-risk demographic for alcohol-related road accidents and fatalities. Underpinned by Albert Bandura’s Social-Cognitive Theory, which explores the reciprocal relationship between beliefs, behaviour and environment to explain behaviour, the research surveyed 190 young males between the ages of 18 and 35 years that self-identify as drunk drivers. The research focused on determining and describing the constraining and enabling factors contributing to drinking and driving among the group. The findings explore the high frequency of drinking and driving in the sample which is found to be, to varying degrees, informed by their relationship to their family, peer groups and social context. The research also uncovers a concerning trend of overestimating driving ability when drunk. It further identifies a lack of perceived risk relating to law enforcement. / Thesis (M.Soc.Sc.) - University of KwaZulu-Natal, Pietermaritzburg, 2009.

This study was designed to examine the effect amount of exercise has on men's self-esteem and body satisfaction. It was hypothesized that there would be a negative relationship between the amount of exercise performed weekly and an individual's self-esteem and a negative relationship between the amount of exercise performed weekly and body satisfaction which were measured by Drive for Thinness and Body Dissatisfaction. Data were analyzed by conducting a multiple regression analysis. Results indicated that there was no relationship between the amount of exercise and self-esteem and body satisfaction in college men. Implications of this study for research and practice are discussed. / Department of Counseling Psychology and Guidance Services