Citation

Davis TL. J. Coll. Stud. Dev. 2002; 43(4): 508-521.

Copyright

(Copyright © 2002, American College Personnel Association)

DOI

unavailable

PMID

unavailable

Abstract

The purpose of this constructivist inquiry was to explore the impact of socially prescribed gender roles on college men identity development. Ten White, traditionally-aged students were interviewed and data from the interviews were analyzed using hermeneutic phenomenology. Students discussed communication restrictions associated with scripted gender roles, fear of femininity, feelings of being overly challenged, and a sense of confusion about masculinity.