The effects of gender role conflict and adherence to masculine norms on help-seeking behaviors and academic performance in African American college students

Amanda G Kimbrell, Tennessee State University

Abstract

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. ^

Subject Area

African American Studies|Education, Educational Psychology|Psychology, Clinical|Gender Studies

Recommended Citation

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" (2014). ETD Collection for Tennessee State University. Paper AAI1567569.
http://digitalscholarship.tnstate.edu/dissertations/AAI1567569

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