% of Undergraduate Students Jacob Schoenfeld Tiger Impact Student Director jdschoenfeld.se@fhsu.edu . Colin McIver Orientation Team Leader for Exploratory cgmciver@mail.fhsu.edu John Gettemeyer Graduate Assistant for Extended Orientation & Transition Initiatives Fort Hays State University Jtgettemeyer.se@fhsu.edu Where The Males At? Overview Simple Actions Fort Hays State University offers the TigerS.T.R.I.P.E.S. pre-enrollment programs during the late spring semester and early summer as an opportunity to come to campus, meet with an advisor, and register for classes. 70 students are hired as Orientation Leaders to work with students, provide a glimpse of school spirit, and spread the love for the “Tiger Family”. When we talk about representing our students through student staff, we have faced the issue of getting men interested in the Orientation Leader position. Most men view the position as a feminine role or not feel they are enthusiastic enough to be “cheerleader”. This needs to change as all orientation leaders gain a great number of skills that could be utilized in their future careers. To provide male students with the personal interaction that is necessary for them to remember and be excited about the position, go to where the students are: Go to high-traffic areas for maximum interaction: Dining halls Student unions Student recreation centers Go to student organization meetings: Fraternity and Inter-Fraternity Councils Major/Honor-based organizations (especially in male heavy majors) Be sure to use male student leaders at recruitment events: Allow them to share the experience from their prospective Use these students to also “shoulder-tap” fellow students in the classroom (again, male heavy majors) and on-campus Consider interviewing techniques: Are your interview techniques known around campus? Do these interviews intimidate potential candidates? Currently Currently Currently The number of women and men who are Orientation Leaders (OLs) this year at Fort Hays State University. This data shows the 13% difference between women and men representation on the Orientation Leader staff compared to the undergraduate student population. Male students hold a belief that the role is not for them or view it as feminine in nature. Men do not believe they will fit the role as a “cheerleader.” Another male on campus believed that he was too introverted to serve as an Orientation Leader when he said, “I would love to help students into this amazing university, but [I am] too introverted for the position was described.” How to Interest Males # of OLs % of Total Staff % of Undergraduate Students Women 52 74% 61% Men 18 26% 39% Male students are interested in social aspects of what they have to gain from a position, as opposed to the altruistic nature of the position. Talk about the opportunities to gain new friends and relationships with students across campus and the strong bond that will be formed with the staff. Male students are also interested in the tangible benefits that can be gained through the position. Instead of describing the positon as an opportunity to serve incoming students, instead speak about the communication, leadership, organization, and problem solving skills that can be gained. Additionally, avoid describing the “cheerleader” aspects of the position and instead share the opportunities to form relationships with new students. When advertising or sharing about the position, male students are more likely to provide full attention and remember personal interactions as opposed to email. Male students want to feel wanted or important and this happens through personal interaction. Be sure that advertisements represent male Orientation Leaders. References Fletcher, T. D., & Major, D. A. (2004). Medical students' motivations to volunteer: An examination of the nature of gender differences. Sex Roles, 51(1/2), 109-114. doi:10.1023/b:sers.0000032319.78926.54 Clary, E. G., Snyder, M., Ridge, R. D., Copeland, J., Stukas, A. A., Haugen, J., & Miene, P. (1998). Understanding and assessing the motivations of volunteers: A functional approach. Journal of Personality and Social Psychology, 74(6), 1516-1530. doi:10.1037//0022-3514.74.6.1516