ABSTRACT
This chapter discusses the student's experiences with their peers, and sometimes even justify to their peers the extracurricular activities in which they engage. Much research on individual attribution indicates that men oftentimes feel the need to justify their atypical behavior within a larger male culture. Additionally, some of the self-work that is helpful for navigating one's gendered life while an undergraduate student is itself impeded by those same gendered expectations that influence extracurricular and co-curricular activity and involvement in the first place. The chapter examines how one can create spaces on campus for young men to engage their masculinity while also helping those same students identify and problematize potentially destructive hypermasculine behaviors, providing safe opportunities to discuss and debate the distinction between the two? Once students are given a specific framework to understand the import of extracurricular activities, how might campus units capitalize upon that framework to be sure students engage and are benefited both now and in the future?.
