The relationship between gender and student engagement in college

Abstract

This paper examines the engagement patterns of male and female undergraduates in different types of baccalaureate-granting institutions. Descriptive statistics and hierarchical linear modeling show that on balance, undergraduate women participate more frequently than their male counterparts in educationally purposeful activities. Male first-year and senior students devote less time and effort to academic challenge tasks, such as working hard to meet expectations and spending time studying; senior males also participated less often in active and collaborative learning activities. Institutional type is unrelated to gender differences in engagement. The results point to areas where institutions could focus efforts to enhance the quality of the undergraduate experience for all students.