Gender inclusion and family science: Perspectives of undergraduate males on family science

Objective The current study extends research on the lack of male enrollment in undergraduate family science courses by examining the perspectives of male students who have never enrolled in these courses. Background Although interpersonal and family relationships include all genders, the majority of undergraduate family science courses are primarily comprised of female students. Method One hundred ten male undergraduate students from two universities answered open‐ended questions regarding why they had not enrolled in an undergraduate family science course. Results Qualitative results revealed three themes: institutional constraints, gender stereotypes and gendered field of study, and lack of interest. Conclusion The qualitative information provided by students is reflective of other studies examining gendered experiences in undergraduate settings but contradict some of the tenets of social role theory. Implications These results infer practical suggestions to promote male enrollment in undergraduate family science courses.