Where are the men?: Investigating intersectional gender differences in postsecondary outcomes

Abstract

Women have been enrolling in and graduating from postsecondary institutions at higher rates than men for decades. The current study advances previous work by taking an intersectional approach to researching the relationships between gender, family income, and prior family postsecondary experiences. We conducted an archival, longitudinal study using institutional data of four successive entering first year cohorts of about 5000–5300 students each between 2011 and 2014 at a large Midwestern Research 1 University, following each cohort over 4 to 6 years. Specifically, we found that, for men, Pell eligibility and first-generation status had less positive enrollment, dropout, and graduation outcomes. Men had a higher probability of dropping out across years, while women had a higher probability of graduating across years (especially in years 4 and 5). These findings suggest challenges in meeting the essential mission for postsecondary institutions of ensuring that all students, especially those from underrepresented backgrounds, have the opportunities and support necessary to be successful.