HigherEdMorning.comHow to stop the male enrollment drop

How to stop the male enrollment drop

June 26, 2010 by Jacob Hawley
Posted in: Academics, Admissions & Financial Aid, Enrollment, In this week's e-newsletter, Latest News & Views

A new study says enrollment of men will continue to drop. Here are four ways your school can bring the numbers back up. 

By 2019, women will account for 59% of total undergraduate enrollment, and 61% of post-graduate enrollment, according to a recent report from the National Center for Education Statistics.

As admissions departments search for ways to improve male enrollment numbers, schools can use these four strategies outlined by W. Kent Barnds, vice president for enrollment at Augustana College:

Inspect academic offerings. Schools can look at data on career choices and see where numbers are higher for men, then cater academic programming toward that career.

Offer early hands-on experiences. Male students often learn by doing, and seeing what they do matters, especially in at the early high school level.

Inspire them. Provide one-on-one attention from mentors – a recent graduate, for instance – early in the recruitment process.

Focus on results. Males are more interested in tangible outcomes like how a school can help them reach their career goals, rather than recruiters’ usual selling points, such as small classes or faculty interaction.

How is your school working to boost male enrollment? Let us know in the comments.

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  • http://learningtheory.homestead.com/Theory.html lynn

    We need to see the idea of learning differences and other so-called inborn traits as really reinforced differential treatment over time. Until we understand and begin showing parents, teachers, and the media how this differential treatment from a young age is hurting Males, we will continue to see drops in Male college enrollment later on.

    The problem is more complex than school curriculum or boy chemistry. The problem involves two entirely different treatment of Males and Females beginning as early as one year of age and increases in differential treatment through adulthood. This is creating the growing Male Crisis in the information age. The belief Males should be strong allows more aggressive treatment of Males beginning as early and possibly earlier than one year. This is coupled with much “less” kind, stable, verbal interaction and less mental/emotional/social support, knowledge, and skills for fear of coddling. This increases over time and continued by society from peers and teachers to others in society. This creates more social/emotional distance from parents and other authority figures who have knowledge; higher average stress that hurts learning and motivation to learn; more activity due to need for stress relief; more defensiveness and wariness of others further hindering emotional and social growth; and higher muscle tension (creating more pressure on pencil and tighter grip) that hurts writing and motivation to write. It creates much lag in development creating a learned sense of helplessness in school. This differential treatment continues on through adulthood, almost fixing many Males onto roads of failure and more escape into more short-term areas of enjoyment. Also the giving of love based on achievement that many Males thus falling behind academics then turns their attention toward video games and sports, risk taking to receive small measures of love/honor not received in the classroom.

    The more protective treatment along with much more close verbal interaction and support from family, peers, and others given girls from a young age create quite opposite outcomes for many girls. The lower the socioeconomic bracket and time in that bracket the more amplified the differential treatment and widening of the gap.


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