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Gender, Tolerance, and Expectations:

Gender, Tolerance, and Expectations:. What is really going on at Dorm Parties. Our Data. (300 of our first year students, 200 females and 100 males, i gives some general ideas.)

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Gender, Tolerance, and Expectations:

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  1. Gender, Tolerance, and Expectations: What is really going on at Dorm Parties

  2. Our Data (300 of our first year students, 200 females and 100 males, i gives some general ideas.) • 70% of males and 60% of females started drinking before they came to college. (most of the non-drinkers werefrom public schools, heaviest drinkers from private all male). • Biggest influences of how and how much they choose to drink was both parents and peers. Peers higher for men at 37% and parents 20%, parents were slightly higher in percentage for the females then their peers. • Third just below peers and parents was not wanting alcohol to affect their goals.

  3. National Data • In the last two decades drinking for college age women has been rising at an alarming rate. The drink of choice for women has been the fruity drinks, mixed drinks, or shots. • We do know that men and women drink differently, have different motivation for drinking, and physically are very different. The effects of drinking are also different for men and women. • While men experience more external consequences at a higher rate then women, women experience more emotional and physical consequences.

  4. Men vs. Women How do we describe them?

  5. What are societal stereotypes for men and women and drinking? • Double standards. Expectations • Physical differences (hormones, size, enzyme) • Differences in definition of social drinking and motivation • Number of drinks and the effect, and the difficulty of women tracking drinks by the nature of mixed drinks and effect on BAC

  6. Eating behaviors in the dinning hall before drinking. • Differences in probability of Blacking out • Family history, age of drinking, cultural differences and expectations. • Tolerance • Who is making the decision on how they drink and setting the rules? Theme parties, keeping up with the boy’s • Hook-ups

  7. Pre-gaming- What issues does this present with our young men and women?Motivations of the pre-gaming

  8. Heavy drinking prior to going out has emerged as a common and celebrated practice among men and women. The party before the party. The top number four reasons for the pre-party • To lessen the cost of drinking (upper class students) • First year and So. See it as a way to drink excessively and not get caught. They can do it undercover. • To enhance socialization • Stress and anxiety By Gender: Men pregame to get a quick buzz and enhance getting drunk. Women to make sure they are able to drink what they like.

  9. Research indicates that this issues tends to relate to the fact that women tend to want to feel like they belong and also don’t want to hurt others feelings by not using. The wanting to please others syndrome. Males on the other hand fall into Male bonding, fraternization – (historical motivation for initiation) First year students tend to overdrink initially as they have an unrealistic view of how much people drink and want to fit in.

  10. Research on this topic is in its infancy, what we do know is that although student motivation is driven by what they see as positive enhancement, they fail to recognize the neg. effects such as: • Higher BAC’s for all students especially for our women • There is no difference in any study of frequency between men and women and pre-gaming. In fact women may be slightly higher. • Increased risk of sexual assault or going further then either party wanted. • Increased neg. consequences and the most common denominator for students who get in trouble.

  11. For some students it is experimentation not with alcohol, but with intimacy, or means of trying on roles, without needing to assume responsibility for the outcome and other larger issues.

  12. The key becomes how to bridge the gap between the Catholic Mission and behavior and staying true to ones personal and public, communal mission.

  13. Evidenced based research at the College Level that works • Clear parental boundaries • Educators as role models • Must be community focused • Must be systems focused which includes families and peers • Protective Factors- Values based!!!

  14. Protective Factors/Motives • Strong Parental bonding • Positive temperament • Strong external support system • Strong commitment to school • Involvement in church activities • Belief in generalized expectations, norms, values of society • (Hawking, Catalano, & Miller 1992)

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