Year: 2012
Type: article
Study design: Observational Study
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.
Source: Masculinities & Social Change
DOI: 10.4471/mcs.2012.16
Authors: Heath Marrs, Ellen A Sigler, Robyn D Brammer
Institutions: Central Washington University, Western Carolina University
Language: English
Subfield: Gender Studies
Field: Social Sciences
Domain: Social Sciences
SDG: Gender equality
Open Access status: gold
Estimated APC paid: $431
OpenAlex ID: W1512875516