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The current academic performance struggles of college men is gaining increasing research attention (Sax, 2008a, 2008b), but few studies have explored the possible impact of gender-related attributes such as masculinity and femininity on academic help-seeking behaviors and academic performance. In this study of 567 college undergraduates, students who classified themselves as androgynous on the Bem Sex-Role Inventory were more likely to engage in academic help-seeking behaviors than those classified as male sex-typed, female sex-typed, and undifferentiated. No significant differences were found for academic performance. These results highlight the importance of exploring the potential influence of gender-related constructs on academic behavior and performance.


This article was originally published in Masculinities & Social Change. The full-text article from the publisher can be found here.


Masculinities & Social Change

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Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.