The effects of gender role conflict and adherence to masculine norms on help-seeking behaviors and academic performance in African American college students
Adherence to masculine norms was considered as a factor influencing African American male and female college students' ability or willingness to seek help in an educational setting. Participants who scored higher on the CMNI-46 reported less willingness to seek help for psychological problems. Success and Power (as measured by Factor 1 of the GRCS-SF), was significantly correlated with the scores on the ATSPPHS-SF. Emotional Control and Power over women (factors from the CMNI-46) were significant predictors of academic help-seeking. GPA was not predicted by psychological or academic help-seeking in this sample. ^
African American Studies|Education, Educational Psychology|Psychology, Clinical|Gender Studies
Amanda G Kimbrell,
"The effects of gender role conflict and adherence to masculine norms on help-seeking behaviors and academic performance in African American college students"
ETD Collection for Tennessee State University.