SEAHO Report - Spring 2019 - 32

SEAHO Feature Articles
With these two areas in mind, we saw an overall increase in male applicants of 12% from 2017-2018 to
2018-2019. We also saw an anecdotal increase in men applying to be involved in our Hall Councils as well,
with some finding ways to become involved with their Executive Boards.
The other strategy we've worked towards is continual training of our student, graduate, and professional
staff. We often discuss how to work with different populations of students, and men are no exception.
We've created a few different training sessions to help our staff understand the importance of supporting
our men and give them some quick tools to use in their day to day. The response has been positive, with
many staff expressing support and willingness to become more involved in our work. We hope to make this
a normalized experience moving forward.
Top Five Takeaways for You and for your Work
We are proud of the work we do in Men-in-Residence, and recognize there are day-to-day techniques we
could utilize to better support our students. With this in mind, I've put together a list of tips and tricks you
can use to support men in your communities or in your leadership positions. These are things I've found to
be successful, with many of them being backed-up by men and masculinities literature.
1. View men as gendered beings.
a. We often forget that manhood and being a man is a form of gender identity and expression. If
we don't acknowledge this simple truth, we will never get to support our students as we should.
2. Create a safe space and give men time to feel comfortable with expression.
a. We often assume men don't express themselves and don't take time to talk about who they are.
I'd argue on the contrary; we don't give men that opportunity. Invest in them and give them the
space. You'd be surprised at how complex they really are.
3. Relate while engaging in action-oriented, side-by-side activities.
a. Men like doing things. Take a walk, watch TV or play a video game. My favorite: put them in
a car and ask them a question. You'll find they really like to talk and engage.
4. Changing our approach to addressing disruptive behavior from shame to guilt.
a. Men violate our campus policies often. Instead of saying "bad dog" and telling them their
behavior was wrong, frame it a different way. Something like "I've gotten to know you a little
bit, and I think you're a good guy. And yet all I know about you is that you're disruptive and a
negative member of the community". This comes from a place of care and helps men validate
their true selves.
5. Articulate the importance of supporting a privileged individual
a. We have been challenged because we are supporting a group of privileged individuals,
especially white men. When doing this work, it's important to hold both our emotions around
supporting a group that perpetuates oppressive systems with the data our institutions have
on these students. It may feel difficult to do this work because of our personal experiences,
views, and opinions about men, and we need to remember we are here to support all students.
Additionally, it's important to consider that helping men helps all of us. Helping men make sense
of their identity can help break down systems of oppression, sexism, and patriarchy.

SEAHO Report Spring 2019

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SEAHO Report - Spring 2019

Table of Contents for the Digital Edition of SEAHO Report - Spring 2019

Contents
SEAHO Report - Spring 2019 - Cover1
SEAHO Report - Spring 2019 - Contents
SEAHO Report - Spring 2019 - 3
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SEAHO Report - Spring 2019 - 5
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