Running head: REVIEW OF RECENT RESEARCH ARTICLE 1

Review of Recent Research Article

Shakira Moreta

Salem State University

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Within higher education, interest in the study of men in college and masculinity has

increased. Although the current research on men and masculinity considers the diverse

population of men in college, there is little research on the experiences of Asian American men

in college (Chan, 2016). Lack of research on Asian American ethnic groups creates challenges

for supporting Asian American students in higher education institutions (Chan, 2016). Chan

(2016), decided to focus his study on masculinity on queer Filipino college men because of the

lack of research on Asian American college men and their multiple identities. Filipina/o students

are typically overlooked in Asian American studies regarding lesbian, gay, bisexual, transgender

and queer (LGBTQ) (Chan, 2016). The goal of this study was to understand how queer Filipino

college men defined masculinity as well as how their definitions of masculinity developed

(Chan, 2016). Another goal of this study was to understand how the college environment

influences queer Filipino college men’s experiences with masculinity (Chan, 2016).

In order to address the gap of research about Asian American college men, specifically

ethnic groups among Asian American students, Chan included reviews of literature based on

college men and masculinity, Asian American college men, gay college men and Filipino

American college men (Chan, 2016). Chan (2016) stated research of college men and

masculinity explored social expectations of masculinity and the role the culture of the campus

plays on college men’s experiences of masculinity. Previous research identified common themes

within research of college men and masculinity such as gender socialization prior to attending

college, expectations to perform masculinity within different environments and challenging

internal and external definitions of masculinity (Chan, 2016). College environments tend to be

where college students explore and construct racial, gender and sexual identities (Chan, 2016).

Research suggests that characteristics such as being powerful, tough, macho and aggressive tend
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to influence individuals’ perception of what it means to be masculine (Chan, 2016). Research has

found a relationship between racial identity development and traditional male gender roles and

norms (Chan, 2016).

Theoretical Framework and Methodology

The Reconceptualized Model of Multiple Dimensions of Identity (R-MMDI) emphasizes

the role environmental context plays on students’ ability to make meaning within identity

development (Chan, 2016). This model is made up of three components. The first component is a

core self with multiple identity dimensions (Chan, 2016). The second component is a cognitive

meaning-making filter through which students develop meaning of their experiences and

continues to develop as they continue to learn more about themselves and the world (Chan,

2016). The last component includes the people and social forces in the environmental context in

which the students are (Chan, 2016). The people and social forces influence the students’ identity

development (Chan, 2016). Chan (2016) used the R-MMDI model as a lens to understand the

development of queer Filipino college men’s perception of masculinity, specifically through their

transition from their home and college environments.

In order to understand how queer Filipino college men understand and make meaning of

masculinity, Chan conducted a qualitative study (Chan, 2016). Chan (2016) used a constructivist

approach in order to determine how the participants defined and experienced masculinity. The

study was conducted at a large public university where the population was majority-minority

(Chan, 2016). In order to recruit participants, students from Filipino, Asian American and Asian

American LGBTQ student organizations were emailed (Chan, 2016). There were five

participants in this study (Chan, 2016). There were five participants in this study (Chan, 2016).

The participants in this study self-identified as gay, bisexual or queer Filipino cisgender men
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(Chan, 2016). The students were 1.5- or second-generation immigrants between the ages of 19-

21 (Chan, 2016). Each student participated in an hour-long interview, which was audio-recorded

and transcribed verbatim (Chan, 2016). During the interview, each student explained their

understanding of masculinity and their experiences with racial, ethnic, gender and sexual

orientation identity at home and in college (Chan, 2016). Chan (2016) transcribed each interview

using Charmaz’s constant comparative approach, which consisted of three coding phases. While

collecting data, Chan (2016) created three categories, which described how each participant

described masculinity, contextual influences and the role of college environments. Chan (2016)

then revisited the data using these categories in order to identify common themes that addressed

his research questions. In order to build trust with the participants, the students were invited to

review the transcripts from their interviews and the themes that were identified when the data

was reviewed (Chan, 2016). The participants’ feedback from when they reviewed the transcripts

and themes was used in order to revise and finalize the findings of this study (Chan, 2016).

Results and Recommendations

This study generated three major themes. One of the major themes of this study was

complex and fluctuating definitions of masculinity (Chan, 2016). Masculinity was defined using

specific traits and behaviors such as being physically and emotionally strong and participating in

sports (Chan, 2016). Participants also connected sexual orientation, race and ethnicity with

masculinity (Chan, 2016). A second major theme in this study was interactional influences of

family, religion and culture (Chan, 2016). The participants in this study stated that queer

Filipinos are seen in the media however their families aren’t as accepting with their own family

members being gay (Chan, 2016). The family’s religious views also influenced participants’

definitions of masculinity (Chan, 2016). The last theme was college context as developmental
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catalyst. Transitioning into college develops and complicates men’s perception of masculinity

(Chan, 2016). Being exposed to various ways of expression, participants began to reevaluate

former definitions of masculinity (Chan, 2016). Participants felt that college was less restrictive

when it came to gender norms (Chan, 2016). They felt more comfortable to act like themselves.

The participants did not feel this way about all areas on campus. For example, their experiences

at the residence halls reinforced hegemonic masculinity (Chan, 2016). One of the participants

mentioned that his conversations with his roommates were different compared to the

conversations his roommates would have with other people because he wasn’t seen as

traditionally masculine (Chan, 2016). The participant said there were many conversations

regarding hooking up and he believed that was very masculine (Chan, 2016). Two of the

participants joined fraternities on campus. One of the participants stated that being a part of the

fraternity made him conscious of how he tried to express himself whereas the other participant

stated that being a part of a fraternity made him feel more masculine (Chan, 2016).

Chan (2016) recommends that higher education institutions and student affairs

professionals include activities that allow college men to reflect in order to make sense of their

experiences with masculinity within cultural, religious, family and college campus contexts. It is

recommended that these activities may be helpful for first-year and commuter students in

particular because students are beginning to transition from home to college (Chan, 2016).

Student affairs professionals could also work with the LGBTQ center in order to create a

program that helps queer Filipino students come out to their parents and families (Chan, 2016).

These programs could discuss coming out in family environments where culture and religion

strongly influence hegemonic masculinity beliefs (Chan, 2016). Student affairs professionals that

work in academic affairs, student activities and Greek or residence life should pay attention to
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how they are currently supporting queer Filipino men on their campus and think of ways in order

to better support these students (Chan, 2016). Using surveys, focus groups or sketch maps,

student affairs professionals could use student feedback in order to develop possible

interventions and make sure that queer Filipino men on campus are able to access the resources

available to them (Chan, 2016).

Evaluation of the Research

The purpose of qualitative research is to understand individuals’ or groups’ meanings to

social or human difficulties (Creswell, 2013). Using a qualitative research design for this study

was appropriate because the purpose of this study was to understand how queer Filipino college

men defined masculinity and how they interpreted their experiences with masculinity based on

the context of the college environment (Chan, 2016). What may have made the results of this

study more meaningful is conducting this study at multiple colleges and universities rather than

one institution because one of the research questions regarded the context of the college

environment.

In qualitative research, the inquirer is typically involved with the participants (Creswell,

2013). The researchers role in this study may have also influenced the results in this study. When

conducting qualitative research, it is possible that the research would include statements about

their own experiences in order to help the readers understand their connection to their study

(Creswell, 2013). Chan (2016) expressed his personal experiences as a gay Asian American man

to his participants, which possibly could have influenced the results of the study. The

recommendations made at the end of the study could be useful for student affairs professionals in

order to support queer Filipino college men on their campuses. Most higher education

institutions have LGBTQ centers which student affairs professionals from various departments
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such as academic advising, counseling and health services and student activities can collaborate

with in order to create programs that will help students such as the participants of this study,

prepare themselves in order to come out to their parents and families and reflect on their

experiences on campus. This study helps address the importance of continuing research on men

and masculinity among Asian American men, specifically Asian American ethnic groups.
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References

Creswell, J. W. (2013). Research Design: Qualitative, Quantitative, and Mixed Methods

Approaches (4th ed.). Sage. 


Jason Chan (2016): “Am I Masculine Enough?”: Queer Filipino College Men and Masculinity,

Journal of Student Affairs Research and Practice, DOI:

10.1080/19496591.2016.1206021