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Supporting Male Students in Female-Dominated Virtual Classrooms
Abstract
In female-dominated academic disciplines, male college students face distinct challenges, such as lagging admission and graduation rates when compared to their female counterparts. To address this concerning trend and enhance support for male students, online educators should embrace a gender-adapted, culturally responsive teaching approach. This approach enables instructors to understand and support male student academic performance and tailor their educational strategies to enhance a male student's sense of belonging and engagement in the course. By adopting this approach, online educators can help male students cultivate a pro-social, strengths-based self-perception, fostering a positive sense of identity as learners, men, and future professionals. This approach emphasizes how their masculinity can be a source of strength, enabling them to derive maximum benefit from their educational journey and make meaningful contributions to their academic pursuits.
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