GENDER ROLES AND PERSPECTIVES OF MALE STUDENTS ON THEIR CHOICES IN ENTERING HIGHER EDUCATION

Abstract

This study investigated the socio-cultural drivers behind comparatively low university enrollment rates among male students in Thailand. Narrative interviews were conducted with 10 cisgender heterosexual male students in their final year of secondary education to analyze their perspectives on how society’s expectations related to gender roles (and masculinity in particular) influence academic aspirations in Thailand. Seven themes emerged: 1) The Weight of Responsibility, 2) Family Expectations, 3) Low Academic Performance, 4) Military and Police Schools as Vehicles for Masculinity, 5) Gender-based Discrimination in Families and Schools, 6) Masculinity, and 7) Peer Group Influence. Overall, the findings indicated that traditional hegemonic masculinity—characterized by emotional stoicism, financial self-reliance, and a sense of duty (e.g., making educational sacrifices for the benefit of their sisters) —often discouraged male students from pursuing university degrees. Instead, participants prioritized immediate workforce entry to support family members, viewing education as a safe path more suitable for women as a way to avoid labor market discrimination. While women may perceive education as a high-value safety net, the findings suggested that men may view it as a high-cost and often hostile environment that offers little for their core identity as self-reliant providers while penalizing masculine self-expression, making the perceived value of a degree insufficient to justify the cost. The findings suggest that schools should create spaces where male students can express vulnerability and redefine their academic achievement as a component of masculine responsibility, and provide clear pathways to increase the perceived utility value of education for boys and men.