Graduation Year
2026
Date of Defense
3-6-2026
Degree Name
Doctorate in Education (EdD) in Educational Leadership
Department
School of Education and Human Development
Document Type
Dissertation
First Advisor
Richard A. Greenwald
Abstract
The decline in male higher education enrollment in the United States, shaped by intersecting demographic, economic, cultural, and institutional forces, was examined in this study. Although national data show widening gender disparities in college participation, less is known about how these patterns manifest in specific institutional contexts or how men interpret the pressures influencing their educational decisions. Guided by four research questions, this mixed methods study explored factors contributing to declining male enrollment, the gendered distribution of students across academic disciplines, and the implications of these shifts for institutional strategy and equity in higher education. Quantitative analysis of institutional enrollment data at North Central University (a pseudonym) identified persistent gender imbalances across several academic programs, with men underrepresented in fields requiring sustained academic preparation and overrepresented in disciplines aligned with vocational pathways. Qualitative data drawn from preexisting admission essays further illuminated how financial pressures, labor market expectations, cultural norms surrounding masculinity, and perceptions of academic fit shape men’s postsecondary choices. Participants described college as valuable but often misaligned with immediate economic responsibilities, contributing to delayed enrollment or the pursuit of alternative pathways. This study interpreted both the overall decline in male enrollment and men’s concentration in vocationally oriented majors as negative trends, given their long-term implications for economic mobility, civic participation, and access to the broader intellectual and professional opportunities associated with a 4-year degree. These patterns also raise equity considerations, as they may shape men’s long-term economic opportunities and influence the diversity of perspectives represented across academic disciplines and future professional fields. Findings suggest that narrowing gender disparities will require coordinated institutional responses that address structural barriers and gendered cultural attitudes toward higher education. This study contributes to research on gender and enrollment by offering institution-specific insights to inform more equitable practices and policies.