Author ORCID Identifier
Abstract
The goal of this qualitative study is to describe the perspectives of higher education family science faculty and administrators regarding men’s enrollment in family science courses. University family science courses educate students on how to promote developmental potential for individuals, couples, and families. Information from these classes can assist students’ personal and professional development regardless of gender, yet there are far fewer men enrolled in these courses compared to women. Data come from 78 faculty members and 12 administrators from randomly selected universities using the National Council on Family Relations’ Degree Programs in Family Science directory. Using coding reliability thematic analysis, three broad themes were identified: (1) Men’s enrollment in family science is impacted by broader societal forces; (2) “Family science is for EVERYONE”; and (3) Consequences of increasing men’s enrollment in family science courses. Results illustrate that men could benefit from family science courses, but societal influences are likely to inhibit men’s enrollment. Increasing men’s enrollment could alter the current structure of family science courses. Based on these results, strategies are proffered to recruit students across gender and other identities into family science courses.
Recommended Citation
Langlais, M.,
Vaterlaus, J.,
&
Rotella, S.
(2025). Men in Family Science Courses: Perspectives of Family Science Faculty and Administrators.
Journal of Human Sciences and Extension, 13(1), 5.
DOI: https://doi.org/10.55533/2325-5226.1533
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