A qualitative exploration of masculinity among community college males
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The purposes of this grounded theory study were to explore how traditional-aged community college males experience masculinity and to examine how they engage with community college support systems. Eleven diverse participants engaged in three interviews each in which they were asked to reflect on their definitions of masculinity as well as their activities on and off campus. Open, axial, and selective coding methods were employed, and a new theory emerged. The new theory suggests that the participants' hesitation to make concrete educational decisions is related to their resistance to manhood. Findings implicate the need to engage faculty in the support of male students who find themselves in an important transitional stage of development. A reexamination of current national community college policy trends is also implicated. Recommendations for academic personnel, students, and parents were made, and suggestions for further research were given.