Graduation Year
2026
Date of Defense
3-31-2026
Degree Name
Doctorate in Education (EdD) in Educational Leadership
Document Type
Article
First Advisor
Clinesha Johnson
Abstract
This dissertation examines the influence of gender related self-stigma and public stigma on mental health help-seeking among adolescent high-school males. Prevailing masculine ideologies have been shown to negatively affect males’ willingness to seek mental health support during times of emotional distress. Consequently, many males internalize their emotions and may engage in maladaptive coping strategies such as substance abuse, violence, or may die by suicide. This study investigates the prevalence of gender-related public and self-stigma on mental health help-seeking behaviors among adolescent males, while also exploring their lived experiences related to mental health. A mixed-methods design was employed, integrating quantitative survey data and qualitative interviews. Survey data was collected using the Conformity to Masculine Norms Inventory (Emotional Control and Self-Reliance subscales) and the Self-Stigma of Seeking Help Scale. To provide deeper contextual understanding, semi-structured one to one interviews were conducted using questions aligned with the survey constructs to further explore participants’ perceptions and experiences related to mental health help-seeking. The 2 phased research findings revealed that while participants endorsed moderate levels of masculine norms and self-stigma belief, their shared lived experiences reflected intentional emotional regulation, selective vulnerability, and situational help-seeking behaviors shaped by perceived expectations and social evaluation. This study contributes to the existing literature by refining the understanding of gender-related stigma in adolescent males, suggesting that a perceived threat to independence and self-reliance may function as the primary barrier to help-seeking rather than emotional-control alone. Additionally, the research extends understanding into educational leadership by demonstrating how school culture, performance expectations, and institutional structures may reinforce masculine norms and shape help-seeking behaviors among male students.