The Impact of Metaperception on College Men's Students Development
Chickering and Reisser (1993) developed seven vectors to student development to explain a student’s progression from their first year in college to their final year. Studies show that women often enter college already having developed through all seven vectors of student development: developing competence, managing emotions, moving from autonomy toward interdependence, establishing mature interpersonal relationships, establishing identity, developing purpose and establishing integrity. Meanwhile men frequently do not develop through the first vector of student development in their final year of college. This study seeks to investigate why this problem with men exists in higher education by examining how much metaperception influences their development across the seven vectors. Metaperception is a person’s view of other people’s view of them. To investigate this phenomenon, five male undergraduate students from the University of Dayton were interviewed. The results pointed to common themes between the five men: they cannot open up to and/or be themselves around other men outside of their immediate circle, feel inadequate for not meeting the ideal masculine standards, and receive insults from others for not “correctly” performing masculinity. The participants also cited that familial influences contributed to the ways in which they perform masculinity. Results can give student affairs practitioners insight into how to mitigate the negative effects of metaperception on men.
Graham F. Hunter
Primary Advisor's Department
Stander Symposium Posters, School of Education and Health Sciences
United Nations Sustainable Development Goals
Gender Equality; Quality Education
"The Impact of Metaperception on College Men's Students Development" (2021). Stander Symposium Projects. 2320.