Male gender role strain, coping, and college adjustment

As approximately one third of students leave college without a degree (U.S. Department of Education, 2003), the examination of factors contributing to college adjustment is warranted. This study used a mediation model to investigate the relationship between Male Gender Role Strain, Coping, and College Adjustment. A total of 195 18--23 year old male freshman and sophomore students were recruited from a psychology subject pool at a large eastern US state university. It was hypothesized that Coping would be a mediating factor between Male Gender Role Strain and College Adjustment. It was predicted that male students showing higher evidence of Male Gender Role Strain would demonstrate poorer adjustment to college than those experiencing less Male Gender Role Strain. It was also believed that those experiencing higher levels of Male Gender Role Strain would demonstrate poorer coping that, in turn, relates to poorer college adjustment. Five instruments were used to assess these hypotheses: The Gender Role Conflict Scale (GRCS) (O'Neil, Helms, Gable, David, & Wrightsman, 1986), Masculine Gender Role Stress Scale (MGRS) (Eisler & Skidmore, 1987), The Ways of Coping Questionnaire (WCQ) (Folkman & Lazarus, 1988), The COPE (Carver, Scheier, & Weintraub, 1989), and The Student Adaptation to College Questionnaire (SACQ) (Baker & Siryk, 1984). Analyses used included correlations and regressions with tests for mediation. Some support was found for several aspects of Coping mediating Male Gender Role Strain and College Adjustment. In particular, avoidant coping processes mediated the emotional restriction aspect of Male Gender Role Strain and adjustment to college. The prediction that students demonstrating higher levels of Gender Role Strain would display poorer college adjustment was supported. Emotional restriction was significantly related to poorer academic, social, and personal/emotional adjustment in participants. It was also found that students with higher levels of gender role strain demonstrated poorer coping including more avoidant processes. The findings of this study suggest that early intervention with students who are most likely to use avoidant strategies and isolate themselves may ease the college transition.