Running head: LOOKING FOR THE MEN

Looking for the Men: An Analysis of the Gender Gap in Higher Education Dan Winterlin University of St. Thomas

Running head: LOOKING FOR THE MEN

Looking for the Men: An Analysis of the Gender Gap in Higher Education Introduction Men no longer outnumber women in Americas institutions of higher learning. Women not only outnumber and outperform men in the classroom, but they are also more likely to have a well-rounded college experience. By looking at college enrollment over the past thirty years, I will analyze the changes that have occurred in Americas colleges and universities. This paper will examine the differences in men and women college enrollment and degree completion by looking at their high school and college experiences. I will also look at gender the type of institutions and majors women and men enroll in. It will also analyze why women are more likely to participate in extracurricular activities and what population of each sex does participate. From High School to College Before analyzing the gender gap in post-secondary institutions, it is important to first look at the experiences and accomplishments from high school. By understanding where both men and women are coming from before then enter college it will be easier to try to understand the reasons why the gender gap has shifted. No longer to men outnumber women, in fact college populations are now 60 percent women (Jacob, 2002). The question is no longer, why women are not getting a fair chance at college. The question is why has the pendulum swung so far to the other side. The Prison Theory Until the 1980s men were more likely to enroll in college after high school (Cho, 2007). Few researchers have studied the reasons behind the switch in the gender gap. This is surprising considering that the gender gap number continue to be analyzed few researchers are determining

Running head: LOOKING FOR THE MEN the reasons behind the gender gap (Cho, 2007; Jacob, 2002). One possibility for the gender gap is that men are more likely to be in prison and are more likely to join the military. On the surface, this seems like a very good reason. It may also account for some of the gender gap, but it does not account for the entire gender gap. In fact, if every male from age 19-21 currently in prison or in the military women would still outnumber men by three percent (Jacob, 2002).

While this is down from eight percent, it is highly unlikely that every male from 19-21 currently in prison or the military would enroll in college if given the chance. White Collar Jobs Within the last 20 years, women have made inroads into traditionally male white-collar jobs. In contrast, women have been less successful in obtaining traditionally male dominated blue-collar jobs (Jacob, 2002). This gives men better opportunities for employment with just a high school diploma (Jacob, 2002). Whether or not those blue-collar jobs are indeed waiting for men after high school is not the point. Just the mere rumor of work, or the knowledge that a manufacturing job might be waiting for them could be enough to deter them from enrolling in college. Female Earnings Many women earn less money than men do after college. Because of this, women may determine that in order to level out the playing field they need to work harder than men do. While in high school, women will plan for college. They will take the classes necessary for enrollment into college and spend more time on their homework. This preparation for earnings after college prepares young women for life in college (Cho, 2007). While this might explain some of the reasons why women want to do better in high school, it does not explain how women are better preparing themselves for life after high school.

Running head: LOOKING FOR THE MEN The Facts about College Enrollment and Completion Completion of high school is one of the most important steps to enrollment in college.

By looking at the dropout rate of both women and men it is possible to analyze an early predictor of college enrollment. In 2004, the difference in dropout rates between men and women was 2.6% (Buchmann, 2009). The difficulty is not finding the numbers, it is determining why the difference exists. The 2.6% difference is only one bit of a growing gender gap. During the last 14 years, women have outpaced men in college enrollment. Sixty percent of men enroll in college directly after high school, while 66% of women enrolled directly after college (Buchmann, 2009). Not only sit there a gender gap, but it is also widening. Since the 1970s male enrollment has plateaued, only increasing by around three percent. On the other hand, female enrollment has continued to grow, with no sign of a plateau (Buchmann, 2009; Cho, 2007). Women are also more likely to return to college at an older age. In fact, in 2000 for every 100 men, age 35 or older, enrolled in college, there were 173 women enrolled (Buchmann, 2009). That is a huge amount, which demonstrates how much more likely a women is to go back to college then a man. It is not only that women enroll in college in greater numbers then men and return to college in greater numbers then men, they also finish college in greater numbers then men. Currently women earn 58% of all bachelors degrees awarded in the United States (Buchmann, 2009). Women also complete their bachelors degrees quicker than men. By taking courses in a timely manner, women give themselves a better chance to complete their degree. Students surveyed who had enrolled in college during the 1996-1997 academic, 66% of women had completed their degree by 2001. This is in contrast to the 59% of men (Buchmann, 2009).

Running head: LOOKING FOR THE MEN Finsihing a degree is not the only important part of college though. Having a well rounded education is just as important. The Difference in the Experience Men and women do not always attend the same colleges and enroll in the same majors. Some researchers theorize that more difficult college courses may be a factor in slower degree completion and lower collegiate success rates. There is also more to a degree than just a

transcript. It includes extracurricular activities that give the individual opportunities to grow. By looking at volunteering, we will analyze if the gender gap extends beyond the classroom. College Choices Men and women tend to enroll in different collegiate settings. Women only gained acceptance into the traditional elite schools in the 1960s (Buchmann, 2009). Forty years later women still are less likely to enroll at the elite colleges. Men have higher attendance rates to schools that require higher math scores on the SAT while women are more likely to attend schools with lower tuition rates (Buchmann, 2009; Jacob, 2002). This could be a factor in the difference between men and women degree compltion rates. There is more then just college choice when discussing gender differences in college. Despite both men and women having access to the same education in high school there is still some differences in fields of study. Majors Women and men do not appear to be on equal footing when choosing a field of study in college. It is not abilites that are different between men and women, it is expectations. Men are expected, and in turn expect themselves to take a major in math, science or engineering. Women on the other hand are expected to take a major not within the traditional sciences (Buchmann, 2009). This changes once students are in college though, as women are also more likely then

Running head: LOOKING FOR THE MEN men to switch to a science major once they are enrolled in college (Buchmann, 2009). There is another large gender gap, and that is the gap in volunteering. Volunteering Volunteering is more than just a way for students to feel good about themselves while

they attend college. There is a lot of information about all of the good that volunteering does for students. It increases their grades, helps them to be better critical thinkers and students who volunteer often move on to a degree beyond their bachelors degree (Cruce & Moore, 2007). Because of these reasons analyzing the gender gap in volunteering and determining how to get men to be more active in volunteering is important. There is a variety of predictors to determine if a student is likely to volunteer or not. One of the easiest ways to predict if a student is going to volunteer is whether the student is male or female. Of students who have volunteered 67% are women, and of students who intend on volunteering but have not volunteered yet, women account for 63% (Cruce & Moore, 2007). This is a large difference and something that researchers are beginning to look at. Getting men to volunteer is not as simple as demanding college men to volunteer. It is important to find ways to want them to volunteer, and even then, to discover how to ensure they show up (Lipka, 2010). Colleges have been using positive peer pressure in the guise of other men their age inviting them to volunteer and invitations from faculty and constant reminders. Some colleges even go so far as to have peers go with them to the event (Lipka, 2010). Men come into college with less experience than women in volunteering, 21% of men as opposed to 38% of women have had some volunteer experience before coming to college. In the case of many men, it is a matter of getting them to volunteer for the first time. Volunteering is a good

Running head: LOOKING FOR THE MEN start, but as student affairs practitioners we need to be concerned with helping men to develop and grow as people. Conclusion Mens Centers are an idea that is beginning to take place in campuses. In the process of creating Mens Centers, we need to avoid taking space, time, or money away from current Womens Centers. Some colleges are even combining the Womens Center and the Mens Center into a safe space for both men and women. Creation of a male and female safe space must be done with the care for the Womens Center (Berila, Keller, Krone, Laker, & Mayers, 2005). Implications for Student Affairs Professionals Men on our college campuses are in crisis. In almost every statistical category about drinking and violence, men outnumber women. Suicide is also the third largest killer of young men and men are four times more likely to kill themselves then young women are (Davis & Laker, 2004). That is a wakeup call that we, as student affairs professionals, need to try to

understand the men on our campuses. This starts with theory. We need to use what know about developmental theory to create a safe space for men. Many young men are confused. However, to reach them you need to see beyond the mask of masculinity created by themselves and by society (Davis & Laker, 2004). A simple way to do this is to use action-oriented activities. This could be playing a video game or taking a walk, but the action is a way to get beyond their mask (Davis & Laker, 2004). The creation of a mask of by a young man is based on a fear of intimacy and femininity (Davis & Laker, 2004). Those fears can also be the root of homophobic words or actions. It

Running head: LOOKING FOR THE MEN may be possible to help a young man get beyond his fears by understanding that he is not ignorant just in need of help. Thoughts on Future Research I believe it is important for us to determine the reasons why men are less likely to enroll

and complete their bachelors degree. If we can determine how to help men academically, it will go a long way towards helping them as a person. I also believe that are young men are currently in a crisis. Many would rather play video games then work on their education. What we need to determine is why. A boys will be boys approach will not help. If it is a matter of boys being boys, what do we need to do to help them to become men? A model has been created for men in the Womens Centers. I do not believe it is necessary for institutions to combine their Womens Center with a Mens Center. I think that men and women are very different. It is okay treating them differently in their development and as people. Because of the different things that both women and men need, it would be very easy to get an unhealthy clash of resources if both men and women are drawing from the same pool.

Running head: LOOKING FOR THE MEN References Berila, B., Keller, J., Krone, C., Laker, J., & Mayers, O. (2005). His story/her story: a dialogue about including men and masculinities in the women's studies curriculum. Feminist Teacher, 34-52. Buchmann, C. (2009). Gender Inequalities in the Transition to College. Teachers College Record, 2320-2346. Cho, D. (2007). The role of high school performance in explaining women's rising college enrollment. Economics of Education Review, 450-462. Cruce, T. M., & Moore, J. V. (2007). First-year students plans to volunteer: An examination of the predictors of community service participation. Journal of College Student Development, 655-673. Davis, T., & Laker, J. A. (2004). Connecting men to academic and student affairs programs and services. New Directions for Student Services, 47-57.

Jacob, B. A. (2002). Where the boys aren't: non-cognitive skills, returns to school and the gender gap in higher education. Economics of Education Review, 589-598. Lipka, S. (2010, March 9). To get More Men to Volunteer, Colleges Must Make an Extra Effort. The Chronicle of Higher Education.