Experiences as Men: Findings and Implications from Two Grounded Theory Studies

Problematic behavioral issues involving men have been well documented in the published discourse on college men and masculinities. Yet, empirical explanations as to why these issues persist and what educators can do to address them are largely absent from this discourse. Shared findings that emerged from two grounded theory studies of college men’s gender iden-tity development are presented in this article. Based on these findings, recommendations for supporting college men’s gender identity develop-ment are offered. Since the late 1990s and early 2000s, a body of higher education and student affairs scholarship that considers the gender-related experiences and challenges of college men ha