Abstract
Historically, the importance of connecting men to curricular and cocurricular programs in higher education is important when considering outcomes and student success, specifically for men of marginalized identities. This chapter discusses the history of comprehensive cocurricular programs targeted at college men, how these programs are structured and implemented, and how these programs can affect the success of college men with historically marginalized identities. Marginalized college men include individuals from racially minoritized, sexual minority, and trans* communities. During their K-12 schooling, many young Black boys are exposed to false images of hypermasculinity that trade brutish intimidation for confidence and humility; thus Black students are socialized to not ask for help or seek academic support. Similar to the emergent work on men of color and their masculinity, recent studies investigating the experiences of sexual and gender minority men and their masculinities have been explored. There are many key elements to successfully implementing a Black men’s initiative program.
| Original language | English (US) |
|---|---|
| Title of host publication | Men and Masculinities |
| Subtitle of host publication | Theoretical Foundations and Promising Practices for Supporting College Men’s Development |
| Publisher | Taylor and Francis |
| Pages | 195-203 |
| Number of pages | 9 |
| ISBN (Electronic) | 9781000972689 |
| ISBN (Print) | 9781620369319 |
| DOIs | |
| State | Published - Jan 1 2023 |
ASJC Scopus subject areas
- General Social Sciences