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

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

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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

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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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