Two years later, “Guy problem” in service learning trips still exists


In November of 2010, the Aviso published “‘Guy problem’ in service learning trips suggests larger cultural trend,” an article covering the disproportionately low number of men showing interest in service learning trips. This article discussed the data from a cultural standpoint and revealed that this was more than just a problem for service learning trips.

According to Director of Service Learning Celia King, the ratio of women to men showing interest in the program is still about the same as it was two years ago.


King had a suggestion made to her that “perhaps men would be more interested in participating in service learning if they understood the ability to get

Not many men participate in Malone service learning trips. On this year’s service learning trip to France and Germany only four men participated out of fifteen people total, that including the two male leaders. (Photo by Kaitie Fox)

academic credit for these experiences. And so we’ve changed some of our advertising to make sure that’s included.” Despite these efforts, she added, “I haven’t seen very many strong results.”

Well-known trip leaders may have an impact on whether or not men become involved. When men resident directors lead trips, more men who live in the residence halls show interest in their trips.

King is glad for this interest, but pointed out that “we have lots of other trips and trip leaders besides just our residence hall directors.”

Though these attempts have been made, interest levels have remained largely the same.

“We can only offer opportunities to any student for anything we do on campus. It’s up to the students to choose what to do about that,” explained King.

“In the case of service learning trips, I’d like to see more men take responsibility to experience cross-cultural interactions. I get that not everyone wants to travel, and that’s OK, but it would be helpful to hear what keeps them from it,” she said.

When King asks Malone men about trips, the responses mostly include “shrugged shoulders, and ‘I don’t know.’” She continues, “That’s the most frustrating part: a general unwillingness to even consider it.”

King firmly believes that that everyone benefits when men and women are working together, adding, “I wish that men would participate more.”


Junior math and computer science student Kyle McClellan explained that his personal reasons for not taking part in service learning trips include the money issue and his own ignorance about the programs.

“As a general rule, if you want me to do something, you have to hunt me down,” he stated.

McClellan recognizes that his reasons are not specific to men, and pointed out what he sees as a much larger piece of the gender puzzle: “I think guys are more socially fragmented than girls.” he said.

McClellan said, “Guys have these particular groups. A guy from one group isn’t going to get along with a guy from another group, whereas girls just generally get along with each other.” He added, “I wouldn’t go if I was the only guy I knew going.”

Senior communication arts student Cale Short recalled the 2010 article.

“I was baffled. If they want more men to go, they’re obviously not doing a good job of showing it. I assumed that they are targeting the women,” said Short.

Getting deeper into the issue, Short said, “I think it’s a lot more fashionable for women. Ever since middle school, it’s helped your popularity to be a good Christian if you’re a girl. But for men, it’s not cool to be a God-centered person.”

In addition, “the majority of Malone men are not interested in this, in helping other people,” said Short.


Associate Professor of History Dr. Jay Case offers a larger perspective on the issue.

Case said,  “Part of it is that we do not instill within guys the desire to serve…and that’s related to another, trickier problem, which is our notion of what it means to be male or female.”

As Case explained in the 2010 article, this is a larger, culture-wide problem.

“There’s an instinct that men are a certain way, and women are a certain way,” said Case.

Case explained that such claims are not biologically accurate. He believes that it would be helpful for both men and women to learn more about gender.

Considering additional ways to approach this problem, Case said, “I do not want to, across the board, blame guys.”

Case thought it would be helpful to encourage conversation and pose questions.

“The men on campus who have a Christian commitment…‘Look, what does it mean to be a Christian?’” said Case.

“Not all of them should sign up for service learning trips, but we do have men out there who probably have never asked this question of themselves before: ‘Does, perhaps, God want me to participate in service in some way and expand my understanding of the world in some way?’ And a service learning trip is one way to do that,” said Case.

Kim Farkas is a staff writer for The Aviso AVW.

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2 replies »

  1. The focus on service learning is a little short sighted. I have been leading wilderness trips for Malone the last three years and we have consistently seen the same trend. Last year the first year wilderness trips had two men on the trips along with 20 women. And two weeks ago on another rock climbing trip we had three women sign up and zero men. These are just a few examples and I have more. This is a larger trend across the whole school of lower levels of participation among male students.


  2. This isn’t entirely relavent to the article, but I don’t know where else to say it.

    In general, we don’t have very many classes that allow students to engage the international community. Having a full-on Spanish major and nothing else is very strange. Especially considering the diversity of our international students. Also, Spanish is not nearly as important in America as people like to hype it up to be. It is quite difficult to speak Spanish in America. Most immigrants use it as a home language and don’t like speaking it in public because of the stigmatization it carries.

    I think it would be foolish to ignore the correlation between international interest and language courses. A liberal arts school should offer courses that expand a student’s interest, not limit it.


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