The Journal of College and University Student Housing - Volume 38, No. 2 & Volume 39, No. 1 - 207

Men’s Identity Development

If the housing professional tries to move too fast with confrontation and wanting to change the man’s attitudes and behaviors, the man may retreat from open, and possibly attitude-changing, discussion .
and behaviors, the man may retreat from open, and possibly attitude-changing, discussion. Housing professionals will also want to be aware of their own perceptions about men with these attitudes and be willing to be supportive and work through their own attitudes. a man who exhibits type 2 (claustrophobic) attitudes may be in a transition in terms of his behavior, worldview, and thoughts about others. He may feel that women and dissimilar men are being given preferential treatment over his group. the housing professional can discuss these thoughts about the reality of the situation, the importance of accepting others, and the benefits of working together, without oppressing others, so that all community members can be successful. Providing psychoeducational groups dealing with gender and its implications for the campus climate may also be beneficial at this time in his identity development. Housing professionals must be aware that a man with type 3 (conscious identity) attitudes can either move back to attitudes and behaviors associated with the claustrophobic type or can realistically examine his attitudes and worldview of others and move to the em-

pirical type. a man with type 3 attitudes may feel pressured by similar men to maintain his traditional worldview rather than addressing issues of oppression towards women and dissimilar men. at the same time, he may experience some guilt and frustration over his negative behaviors and attitudes for the first time. Housing professionals can provide a safe environment to discuss these feelings. at clemson university, the division of student affairs has developed a program called “good talk” (clemson university, 2011), which specifically trains housing professionals in ways to facilitate dialogue with residents and communicate with them about issues related to social justice and to identity development. Housing professionals can also collaborate with professionals from the campus counseling center to provide mental health counseling to those men who may need additional assistance. Psychoeducational groups such as clemson university’s “Peer dialogue Facilitators” may also be beneficial. in these groups, undergraduate students and resident assistants can learn about effective communication, cultural sensitivity, and issues related to power and privilege. they can then be asked to facilitate dialogue groups throughout campus on issues related to diversity, perhaps even developing a specific psychoeducational group for men struggling with identity development issues. men with type 4 (empirical) attitudes are characterized by honest exploration of their worldview, attitudes, and behaviors. Housing professionals can discuss ways in which this man can improve his attitudes towards women and dissimilar men and understand the importance of working together for group success. again, housing professionals will
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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