The Case for Using Intersectional Perspectives with Individual College Men

Autor/inn/en	Ashlee, Kyle C.; Loeffelman, Michael; Freeman, Kate C.
Titel	The Case for Using Intersectional Perspectives with Individual College Men
Quelle	In: About Campus, 28 (2023) 3, S.14-22 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ashlee, Kyle C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-4822
DOI	10.1177/10864822231194995
Schlagwörter	Intersectionality; College Students; Student Attitudes; Males; Masculinity; Minority Group Teachers; Self Concept; Sexual Identity; Power Structure + Suchen Sie Ihr Suchwort? Collegestudent; Schülerverhalten; Male; Männliches Geschlecht; Männlichkeit; Selbstkonzept; Geschlechtsidentität; Sexuelle Identität
Abstract	As the need to provide advocacy and support for marginalized college student populations increases and campus challenges related to college men persist, educators and scholars are increasingly finding themselves in need of more nuanced frameworks for engaging and understanding college men. One such model, the "Intersectional Model of College Men and Masculinities Programming" (Ashlee and Wagner, 2019), has emerged and is being used by masculinities educators at some colleges and universities to create programs and initiatives for groups of men. In this article, the authors make the case for why educators and scholars should consider this model as a theoretical lens, not only to be used with groups, but also when engaging individual college men in one-on-one settings. In addition to providing an overview of the model, recommendations are offered for how this framework might be applied through illustrative case study examples. The article concludes with considerations and a call for future research related to engaging college men through intersectional frameworks. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01