Intro

Tour of the Male Student MindIn American Higher Education

European Access NetworkNational University of Ireland

Galway, IrelandJune 28, 2007

Tom MortensonSenior Scholar,

The Pell Institute for the Study of Opportunity in Higher EducationHigher Education Policy Analyst,

Postsecondary Education OPPORTUNITY

Male Share of Higher Ed Enroll

Male Share of Bachelor’s Degrees

Male Share of All Degrees

Enrollment Rates for Males

Enrollment Rates for Females

Educational Attainment of Males 25 to 29

Seven Principles of Good PracticeIn Undergraduate Education

1. Encourage student-faculty contact2. Develop reciprocity and cooperation among students3. Encourage active learning4. Give prompt feedback5. Emphasize time on task6. Communicate high expectations7. Respect diverse talents and ways of knowing

Source: Chickering and Gamson (1987)

Data Sources:

1. Survey of American College Freshmen2. National Survey of Student Engagement3. National Freshman Attitudes Survey

American College Freshman Survey

• Annual fall survey conducted since 1966• Higher Education Research Institute, UCLA• Nationally representative sample of 4-year college

and university freshmen• Reports male and female data separately

Freshmen Men Time Use

Exercise or Sports

Watching Television

Partying

Video/Computer Games

Freshmen Women Time Use

Student Clubs/Groups

Household/Childcare Duties

Volunteer Work

Studying/Homework

Felt Overwhelmed

Life Objectives

Activities During Past Year

Reasons for Attending College

Reasons for Attending This College

Chances Are Very Good

Public Policy Issue Choices

Self Assessment

National Survey of Student Engagement

• Annual survey conducted since 1998• Indiana University• Various groups surveyed:

College freshmen and seniors

High school seniors

Community college freshmen

Faculty

Canadian universities

• Data custom tabulated by gender • Benchmarks of effective educational practice

Benchmarks of EffectiveEducational Practice (NSSE)

1. Level of academic challenge

2. Active and collaborative learning

3. Enriching educational experiences

4. Student-faculty interaction

5. Supportive campus environment

Level of Academic Challenge-Freshmen

Level of Academic Challenge-Seniors

Active & Collaborative Learning-Freshmen

Active & Collaborative Learning-Seniors

Enriching Educational Experiences-Freshmen

Enriching Educational Experiences-Seniors

Student-Faculty Interaction-Freshmen

Student-Faculty Interaction-Seniors

Supportive Campus Environment-Freshmen

Supportive Campus Environment-Seniors

National Freshman Attitudes Report

• Annual survey of first-year students since 2006• Prepared by Noel-Levitz institutional consultants• Gathers data on motivational characteristics • Arrive on campus highly motivated to graduate• Less well prepared to be successful

Attitudes:

• Desire to finish college• Attitude toward educators• Intellectual interests• Study habits• Math and science confidence• Verbal confidence• Career closure• Family emotional support• Sense of financial security• Sociability• Receptivity to academic assistance• Receptivity to career counseling• Receptivity to social enrichment

Attitude Toward Educators

Desire to Finish College

Intellectual Interests

Study Habits

Match and Science Confidence

Verbal Confidence

Career Closure

Family Emotional Support

Sense of Financial Security

Sociability

Receptivity to Academic Assistance

Receptivity to Career Counseling

Receptivity to Social Enrichment

Synthesis:• Encourage student-faculty contact• Develop reciprocity and cooperation among students• Encourage active learning• Give prompt feedback• Emphasize time on task• Communicate high expectations• Respect diverse talents and ways of knowing

www.postsecondary.orgwww.boysproject.nettom@postsecondary.org

Resources: