Gender, Masculinity, Femininity, and Help Seeking in College

Authors

  • Heath Marrs Central Washington University Ellensburg, WA United States
  • Ellen A Sigler Western Carolina University
  • Robyn D Brammer Central Washington University

DOI:

https://doi.org/10.4471/mcs.2012.16

Keywords:

academic help-seeking, gender differences in achievement, college students, androgyny

Abstract

The current academic performance struggles of college men is gaining increasing research attention (Sax, 2008a, 2008b), but few studies have explored the possible impact of gender-related attributes such as masculinity and femininity on academic help-seeking behaviors and academic performance. In this study of 567 college undergraduates, students who classified themselves as androgynous on the Bem Sex-Role Inventory were more likely to engage in academic help-seeking behaviors than those classified as male sex-typed, female sex-typed, and undifferentiated. No significant differences were found for academic performance. These results highlight the importance of exploring the potential influence of gender-related constructs on academic behavior and performance.

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Author Biographies

Heath Marrs, Central Washington University Ellensburg, WA United States

Assistant Professor of Psychology

Department of Psychology

Central Washington University

Ellen A Sigler, Western Carolina University

Associate Professor

Department of Psychology

Western Carolina University

Robyn D Brammer, Central Washington University

Associate Professor

Department of Psychology

Western Carolina University

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Published

2012-10-21

How to Cite

Marrs, H., Sigler, E. A., & Brammer, R. D. (2012). Gender, Masculinity, Femininity, and Help Seeking in College. Masculinities &Amp; Social Change, 1(3), 267–292. https://doi.org/10.4471/mcs.2012.16

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