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Intro Tour of the Male Student Mind In American Higher Education European Access Network National University of Ireland Galway, Ireland June 28, 2007 Tom Mortenson Senior Scholar, The Pell Institute for the Study of Opportunity in Higher Education Higher 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 Practice In Undergraduate Education 1. 2. 3. 4. 5. 6. 7. 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 Source: Chickering and Gamson (1987) Data Sources: 1. Survey of American College Freshmen 2. National Survey of Student Engagement 3. 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 Effective Educational Practice (NSSE) 1. 2. 3. 4. 5. Level of academic challenge Active and collaborative learning Enriching educational experiences Student-faculty interaction Supportive campus environment Level of Academic ChallengeFreshmen Level of Academic ChallengeSeniors Active & Collaborative LearningFreshmen Active & Collaborative LearningSeniors Enriching Educational ExperiencesFreshmen Enriching Educational ExperiencesSeniors Student-Faculty InteractionFreshmen Student-Faculty Interaction-Seniors Supportive Campus EnvironmentFreshmen Supportive Campus EnvironmentSeniors 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 Resources: www.postsecondary.org www.boysproject.net [email protected]