ERIC Number: EJ746607
Record Type: Journal
Publication Date: 2005
Pages: 24
Abstractor: Author
ISBN: N/A
ISSN: ISSN-1559-5455
EISSN: N/A
A Theoretical Model to Explain the Overrepresentation of College Men among Campus Judicial Offenders: Implications for Campus Administrators
Harper, Shaun R.; Harris, Frank, III; Mmeje, Kenechukwu (K.C.)
NASPA Journal, v42 n4 p565-588 2005
As is the case in most K-12 schools, male students, in comparison to their female counterparts, disproportionately violate policies and are sanctioned more often for violence and disruptive behaviors on college and university campuses across the country. A theoretical model to explain this phenomenon is proposed in this article. Specifically, a synthesis of existing literature and theories from sociology, psychology, men's studies, and education resulted in the identification of six acute variables that explain male overrepresentation among campus judicial offenders. While each component of the model is thoroughly explained, insight into interactions among the six variables is also offered. Practical implications for campus administrators who are interested in minimizing violence and disruptive behaviors among college men conclude the article. (Contains 1 figure.)
Descriptors: College Students, Elementary Secondary Education, Violence, Behavior Problems, Student Behavior, Gender Differences, School Policy, Discipline, Theories, Models, Sex Role, Self Efficacy, Interpersonal Competence, Males, College Environment, Disproportionate Representation, Sanctions, Literature Reviews, Delinquency, College Administration, Masculinity, Norms, Socialization, Social Influences
NASPA - Student Affairs Administrators in Higher Education. 1875 Connecticut Avenue NW Suite 418, Washington, DC 20009. Tel: 202-265-7500; Fax: 202-797-1157; Web site: http://www.naspa.org/pubs/index.cfm
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A