ABSTRACT
In the process of promoting equal access and opportunity for both men and women, the educational environment on many of today's campuses has devalued some traits that are viewed as traditionally masculine. American colleges and universities may have enabled an unintended consequence with a subset of young men and women who would have thrived under a traditional masculine style of education, suddenly feeling out of place. A robust liberal arts curriculum intends for a student to learn broadly about the world, integrating knowledge across disciplines to develop skills in critical thinking, analytic thinking, and creative inquiry. Terms such as "leadership", "achievement", "success", "competition", and "determination" have fallen out of use at various levels in the vernacular of units across campuses. Other terms relevant to success in the twenty-first century like "risk", "failure", and "resiliency" have not yet gained a systemic foothold despite institutional and popular efforts.
