The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1 - 172

Jody E. Jessup-Anger • Brianne N. Johnson • Matther R. Wawrzynski

RECOMMENDATIONS
in light of our findings, there are several recommendations for student affairs educators inside and outside residence life, who strive to create environments where men thrive. First, upon their arrival, male students should be offered opportunities to connect with others in their residence hall through identifiable commonalities such as a passion for the arts, social justice, or environmentalism. the men in our study discussed how the affiliation with their llc made it easier to build relationships. although existing research illustrates that the more comprehensive an llc is, the greater the gains for students (Wawrzynski & Jessup-anger, 2010), even a themed community with no academic course attached to it may help men develop meaningful relationships. second, existing communities should be widely advertised, with an explicit message that these communities provide an alternative to the “traditional college experience.” the men in our study and in other studies (see davis, 2002; edwards & Jones, 2009) believed that being in college meant following narrow notions of masculinity and engaging in highrisk behavior. Whether they acknowledged it or not, llc participation was a way for the men in our study to mediate such expectations. By acknowledging and advertising llcs as ecological niches that counter the dominant culture, postsecondary institutions may attract and retain students who can challenge the toxic culture that results from narrowly defined gender expectations. Finally, in addition to providing environments that challenge dominant gender expectations, faculty and student affairs educators

in llcs should heed davis’ (2002) advice to help students put gender on their radar screen. the men in our study did not explicitly connect healthy gender expectations to their belief that the llc offered them something different than the traditional residence hall experience. By not being able to identify and discuss the safe harbor as a gendered phenomenon, they may not gain the skills necessary to replicate these environments upon leaving their communities. Perhaps the most effective way to ensure that these men develop an understanding of gender role socialization is to educate and train resident assistants and others working in the halls to have meaningful conversations about gender. By engaging men in peer discussions about the limitations of rigid gender roles (and how their llc environments might offer an alternative reality), these men may become more aware of how to select growth-enhancing environments in the future.

CONCLUSION
as college and university administrators seek to address growing concerns about the status of men in postsecondary education, they should consider the potential of ecological niches like living-learning communities. although the collegiate culture in its entirety might be difficult to influence, these smaller enclaves can provide men with much needed relief from dominant gender expectations that encourage them to drink excessively, break rules, and disengage. By broadening gender expectations, men can begin to explore questions about what it means to be a man with more honesty and support, ultimately enabling them to develop a more authentic identity.

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The Journal of College and universiTy sTudenT housing

The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1