Frank Harris III Copyright (c) 2011 All rights reserved. http://works.bepress.com/fharris Recent documents in Frank Harris III en-us Wed, 17 Aug 2011 01:36:33 PDT 3600 Gender performance in qualitative studies of masculinities http://works.bepress.com/fharris/21 http://works.bepress.com/fharris/21 Mon, 15 Aug 2011 22:52:11 PDT The influence of gender in qualitative research studies of masculinities is considered in this article. The findings are based on two separate studies of masculinities involving men who participated in semi-structured individual interviews while enrolled at a private research university. Using West and Zimmerman’s theory of gender performance, the authors argue that participants expressed themselves as men and offered responses to interview questions in ways that were aligned with traditional assumptions about gender roles and expectations. Data from the two studies are juxtaposed to illuminate the influence researchers’ gender may have had on data collection and rapport building with male participants. Implications for future qualitative inquiries into gender and masculinities are offered.

]]> Margaret W. Sallee et al. College Men and Masculinities Gender performance in qualitative studies of masculinities http://works.bepress.com/fharris/20 http://works.bepress.com/fharris/20 Mon, 15 Aug 2011 22:39:11 PDT The influence of gender in qualitative research studies of masculinities is considered in this article. The findings are based on two separate studies of masculinities involving men who participated in semi-structured individual interviews while enrolled at a private research university. Using West and Zimmerman’s theory of gender performance, the authors argue that participants expressed themselves as men and offered responses to interview questions in ways that were aligned with traditional assumptions about gender roles and expectations. Data from the two studies are juxtaposed to illuminate the influence researchers’ gender may have had on data collection and rapport building with male participants. Implications for future qualitative inquiries into gender and masculinities are offered.

]]> Margaret W. Sallee et al. College Men and Masculinities “Cool posing” on campus: A qualitative study of masculinities and gender expression among Black men at private research institution. http://works.bepress.com/fharris/18 http://works.bepress.com/fharris/18 Wed, 01 Jun 2011 14:22:08 PDT Using theories and concepts relating to the social construction of Black masculinity and male gender role conflict, the authors explored contextualized meanings of masculinities and corresponding behavioral expressions among 22 Black men enrolled at a private research university. The concepts of toughness, aggressiveness, material wealth, restrictive emotionality, and responsibility underscored the meanings the participants ascribed to masculinities. Participants expressed these concepts behaviorally through their pursuit of leadership and academic success, homophobia, and the fear of femininity, and through the sexist and constrained relationships they experienced with women. Based on the findings, practical implications for supporting the gender identity development and success of Black men during their undergraduate years are offered, as are recommendations for future research on the gender-related experiences of Black male undergraduates.

]]> Frank Harris III et al. College Men and Masculinities The Situation of Men, and Situating Men in Higher Education: A Conversation about Crisis, Myth and Reality about Male College Students http://works.bepress.com/fharris/17 http://works.bepress.com/fharris/17 Wed, 18 May 2011 13:32:09 PDT Frank Harris III et al. College Men and Masculinities The Equity Scorecard: A process for building institutional capacity to educate young men of color http://works.bepress.com/fharris/16 http://works.bepress.com/fharris/16 Mon, 29 Nov 2010 09:23:29 PST This chapter frames postsecondary educational outcomes for men of color from the perspective of institutional accountability. It begins with a national statistical snapshot of the status of Black and Latino men in higher education. Following is a synthesis of the published research documenting the experiential realities of Black and Latino men in higher education, as well as programs and interventions that have been enacted nationally in response to the challenges that impede their participation and success. Highlighted are the ways that institutions target students as the point of intervention and overlook the ways that educators produce and reinforce outcome gaps for Black and Latino men. In response, the Center for Urban Education’s Equity Scorecard is presented as a tool to foster a more evidence-based approach to improving the success of men of color in higher education. Using the Equity Scorecard as a guiding framework, the chapter provides institutions of higher education with the data tools and data practices to assess the status of male students of color on indicators of access, academic progress, academic attainment, and excellence. These tools enable college administrators and others to set specific benchmark goals to remove roadblocks and reduce equity gaps for male students of color in higher education.

]]> Frank Harris III et al. Racial/Ethnic Equity in Student Outcomes Success among college students of color: How institutional culture matters http://works.bepress.com/fharris/15 http://works.bepress.com/fharris/15 Thu, 24 Jun 2010 12:49:34 PDT Samuel D. Museus et al. Racial/Ethnic Equity in Student Outcomes Masculinities Go to Community College: Understanding Male Identity Socialization and Gender Role Conflict http://works.bepress.com/fharris/13 http://works.bepress.com/fharris/13 Wed, 20 Jan 2010 01:09:19 PST Previous research has neglected to explore identities and development among male students at community colleges. This chapter provides some insight into who these men are, their precollege gender socialization experiences, and conflicts that impede the development of productive masculinities.

]]> Frank Harris et al. College Men and Masculinities Gender-Specific Approaches to Enhancing Identity Development among Undergraduate Women and Men http://works.bepress.com/fharris/11 http://works.bepress.com/fharris/11 Wed, 20 Jan 2010 00:44:38 PST Frank Harris et al. College Men and Masculinities The Equity Scorecard: A Collaborative Approach to Assess and Respond to Racial/Ethnic Disparities in Student Outcomes http://works.bepress.com/fharris/10 http://works.bepress.com/fharris/10 Wed, 20 Jan 2010 00:37:32 PST The Equity Scorecard, a nationally recognized and widely used organizational learning process designed to foster institutional change through the identification and elimination of racial disparities among college students, is described in this chapter. The effectiveness of this process and its potential impact are also discussed.

]]> Frank Harris et al. Racial/Ethnic Equity in Student Outcomes Examining Productive Conceptions of Masculinities: Lessons Learned from Academically Driven African American Male Student-Athletes http://works.bepress.com/fharris/9 http://works.bepress.com/fharris/9 Wed, 20 Jan 2010 00:28:25 PST Conceptions of masculinities among African American male student athletes are considered in this article. Grounded in the social constructivist perspective and guided by the phenomenological qualitative research tradition, individual interviews were conducted with 27 academically driven African American male student- athletes attending four Division I universities. Findings suggest that the participants embrace a wide range of productive gender-related attitudes and behaviors that are uncommon among male college student-athletes. Implications and recommendations are offered for coaches and university administrators charged with working with African American male student-athletes.

]]> Brandon E. Martin et al. College Men and Masculinities College Men and Masculinities: Theory, Research, and Implications for Practice http://works.bepress.com/fharris/8 http://works.bepress.com/fharris/8 Wed, 20 Jan 2010 00:20:48 PST COLLEGE MEN and Masculinities is a comprehensive handbook that offers a compilation of the best classic and contemporary research on male students in higher education. The editors, Shaun R. Harper and Frank Harris III—two experts in the field of men and masculinities—frame each of the six sections of the book with a summary of issues and implications for educational practice. Each section also includes a wealth of forward-thinking strategies and suggestions that faculty and institutional leaders can creatively employ on their campuses to reverse problematic trends and outcomes among male undergraduates.

With contributions from leading scholars in education, sociology, psychology, and other disciplines, College Men and Masculinities explores the following issues in depth:

Identity development and gender socialization

Sexualities and sexual orientations

Destructive behaviors (judicial offenses, alcohol abuse, and violence)

Health and wellness

College men of color

College men and sports

This vital resource will help educators and administrators address the alarming trends and issues that arise from identity-related challenges among boys and college men.

"What a valuable resource! This book includes some of the most influential research and theory on all aspects of collegiate masculinity—from sports to spirituality, hazing to hook-ups, and alcohol to assault. Always sensitive to how different groups of men experience college life, Harper and Harris's book will surely become the touchstone text for those who work with or study college men."—Michael Kimmel, author of Manhood in America and professor of sociology, Stony Brook University

"Essential reading for all who care about gender equity, this book advances the conversation about men in college at the critical nexus of identity development, culture, and relationship, enabling faculty and student affairs administrators to build more thoughtful and challenging educational environments for men from diverse populations."—Susan Marine, Women's Center director and assistant dean for student life, Harvard University

"This book offers educators and administrators much-needed guidance for understanding and effectively meeting the developmental, academic, and social needs of undergraduate men."—Chauncey Smith, undergraduate student leader, Morehouse College

]]> Shaun Harper et al. College Men and Masculinities Accountability, Equity, and Practitioner Learning and Change http://works.bepress.com/fharris/7 http://works.bepress.com/fharris/7 Wed, 20 Jan 2010 00:00:55 PST Accountability and evidence-based decision-making have become the mantra of government polilcymakers, and even private foundations. Yet most attempts to foster cultures of evidence have not brought about change in Practices, notably because they are treated as management tools rather than learning processes. Equity for All is an approach to accountability that is grounded on the principles of practice theory and sociocultural theories of learning. The authors provide empirical evidence to illustrate practitioner learning.

]]> Estela M. Bensimon et al. Racial/Ethnic Equity in Student Outcomes The Impact of Fraternity Membership on African American College Men http://works.bepress.com/fharris/6 http://works.bepress.com/fharris/6 Tue, 19 Jan 2010 23:32:41 PST Shaun R. Harper et al. College Men and Masculinities Gents, Jerks, and Jocks: What Men Learn About Masculinity in College http://works.bepress.com/fharris/5 http://works.bepress.com/fharris/5 Tue, 19 Jan 2010 23:26:14 PST The academy plays a significant role in male students’ experience of gender. How can educators effectively support healthy and productive gender identity development among college men? This question is explored in this article.

]]> Frank Harris et al. College Men and Masculinities College Men’s Experiences as Men: Findings and Implications from Two Grounded Theory Studies http://works.bepress.com/fharris/4 http://works.bepress.com/fharris/4 Tue, 19 Jan 2010 23:21:35 PST Problematic behavioral issues involving men have been well documented in the published discourse on college men and masculinities. Yet, empirical explanations as to why these issues persist and what educators can do to address them are largely absent from this discourse. Shared findings that emerged from two grounded theory studies of college men’s gender identity development are presented in this article. Based on these findings, recommendations for supporting college men’s gender identity development are offered.

]]> Frank Harris III et al. College Men and Masculinities College Men’s Conceptualizations of Masculinities and Contextual Influences: Toward a Conceptual Model http://works.bepress.com/fharris/3 http://works.bepress.com/fharris/3 Tue, 19 Jan 2010 23:04:40 PST Based on a grounded theory study involving 68 male undergraduates, a conceptual model of the meanings college men ascribe to masculinities is proposed in this article. The participants equated masculinities with “being respected,” “being confident and self-assured,” “assuming responsibility,” and “embodying physical prowess.” Contextual factors that influenced these meanings are also reflected in the model. Using the model as a guiding framework, recommendations for supporting the gender identity development of college men and implications for future studies of masculinities in college contexts are offered.

]]> Frank Harris College Men and Masculinities Deconstructing Masculinity: A Qualitative Study of College Men's Masculine Conceptualizations and Gender Performance http://works.bepress.com/fharris/1 http://works.bepress.com/fharris/1 Tue, 19 Jan 2010 22:38:57 PST Informed by the constructionist epistemological perspective, the purpose of this study was to examine socially constructed conceptualizations of masculinity and gender performance among 12 culturally diverse undergraduate men. The participants espoused seemingly productive conceptualizations of masculinity, yet their gendered behaviors were inconsistent with the conceptualizations they espoused. Based on the findings, recommendations for supporting the gender identity development of college men are proposed.

]]> Frank Harris III College Men and Masculinities A Theoretical Model to Explain the Overrepresentation of College Men among Campus Judicial Offenders: Implications for Campus Administrators http://works.bepress.com/fharris/2 http://works.bepress.com/fharris/2 Tue, 19 Jan 2010 22:38:57 PST As is the case in most K-12 schools, male students, in comparison to their female counterparts, disproportionately violate policies and are sanctioned more often for violence and disruptive behaviors on college and university campuses across the country. A theoretical model to explain this phenomenon is proposed in this article. Specifically, a synthesis of existing literature and theories from sociology, psychology, men’s studies, and education resulted in the identification of six acute variables that explain male overrepresentation among campus judicial offenders. While each component of the model is thoroughly explained, insight into interactions among the six variables is also offered. Practical implications for campus administrators who are interested in minimizing violence and disruptive behaviors among college men conclude the article.

]]> Shaun R. Harper et al. College Men and Masculinities