Abstract
Research showing men’s overrepresentation in student conduct processes (Harper, Harris, & Mmeje, 2005) provides relevance for using masculine identity theory in student conduct administration. By connecting literature regarding student conduct with that of masculinity in college men, specifically focusing on Edwards and Jones’s (2009) grounded theory, implications for student conduct administrators to better support students are suggested.
Recommended Citation
Shepard, M. J. (2013). Removing the Mask: Using Masculine Identity Development in Student Conduct. The Vermont Connection, 34(1). https://scholarworks.uvm.edu/tvc/vol34/iss1/12