Gender inclusion and family science: Perspectives of undergraduate males on family science

Abstract

AbstractObjectiveThe current study extends research on the lack of male enrollment in undergraduate family science courses by examining the perspectives of male students who have never enrolled in these courses.BackgroundAlthough interpersonal and family relationships include all genders, the majority of undergraduate family science courses are primarily comprised of female students.MethodOne hundred ten male undergraduate students from two universities answered open‐ended questions regarding why they had not enrolled in an undergraduate family science course.ResultsQualitative results revealed three themes: institutional constraints, gender stereotypes and gendered field of study, and lack of interest.ConclusionThe qualitative information provided by students is reflective of other studies examining gendered experiences in undergraduate settings but contradict some of the tenets of social role theory.ImplicationsThese results infer practical suggestions to promote male enrollment in undergraduate family science courses.