Date of Award:

8-2022

Document Type:

Thesis

Degree Name:

Educational Specialist (EdS)

Department:

Psychology

Committee Chair(s)

Gregory Callan

Committee

Gregory Callan

Committee

Tyler Renshaw

Committee

Shelley Upton

Abstract

This study focused on male adolescent students within 7th and 8th grade and how endorsement of masculine stereotypes impacts their school engagement and feelings of belonging. The study also examines how peers maintain masculine conformity and how individual resiliency change outcomes. This research is based on two main theories, inclusive masculinity and social learning theory. These theories describe how behaviors are largely learned from the social environment and maintained due to reinforcement or punishment. There were 127 adolescent males who participated in this study and were recruited through an online survey system. Results of the study show that participants felt that endorsement of masculine stereotypes was more driven by peer expectations than their own personal expectations. Analyses showed that creating dominance from a lack of emotional vulnerability decreased feelings of peer support as well as a decrease in feelings of isolation. Avoiding femininity also decreased classroom comfort at school. Findings also show that feelings of belonging significantly impact engagement at school and resiliency significantly increased positive feelings about academic success and happiness at school (emotional engagement). Limitations and implications for future research and practice are discussed within this paper.

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