Laura May

EDU 755
April 12, 2017
Review of Recent Research
Am I Masculine Enough?: Queer Filipino College Men and Masculinity

Chan, J. (2017). "Am I Masculine Enough?": Queer Filipino College Men and Masculinity.
Journal Of Student Affairs Research And Practice, 54(1), 82-94.

Purpose and Goals

The purpose of this article by Jason Chan is to understanding how students understand
and classify masculinity through lived experiences and the influence of environmental factors
within family, cultural and campus contexts (2016, p. 1). Chans interactions with gay,
bisexual, and queer Filipino undergraduate men allows for a clearer understanding of self-
perceptions and perceptions from or towards a collegiate community. The primary goals of the
research are to gain insight into how these individuals experiences with masculinity are shaped
by influences of environmental and situational contexts (Chan, 2016, p.1). Examining
masculinity through the various dimensions within intersectionality allows for an in-depth
understanding of influences. A second primary goal is to uncover how the contexts of a college
environment can influence a queer, bisexual, or gay Filipino undergraduate mans experiences
with masculinity to introduce new practices. This article is well-written and clearly organized in
a manner that is understandable for student affairs professionals in a variety of functional areas
to comprehend while considering manners of applications. The use of graphs and headers is
clear and logical in its connection to the selected topic.

Research Background
Limited research exists that focuses on Filipino/a Americans within the LGBTQ
population. Often times, Asian American studies neglect to address this population. As Chan
states, within the research landscape, the experiences of queer Filipino men are rendered
invisible (2016, p. 2). While programs and services are implemented at institutions of higher
education, there are gaps that present challenges towards accurately and holistically supporting
marginalized students. To rectify these gaps, Chan presents data that can allow for practices that
acknowledge the students who are currently rendered invisible (2016, p. 2).

Theoretical Framework
Chan uses the theoretical framework of Reconceptualized Model of Multiple Dimensions
of Identity (R-MMDI) to understand identity development, developed by Abes, Jones, McEwen
(2016, p. 4). This theoretical framework involves an emphasized role of environmental context
and students meaning making capacity (Chan, 2016, p. 4). The R-MMDIs lens on these
involvements presents a lens to understand how masculinity is perceived by queer Filipino
undergraduate men. The R-MMDI is constructed as three components: understanding core self
with multiple identity dimensions, developing cognitive meaning-making filter to derive
meaning, and compromising people and social forces within own environmental contexts (Chan,
2016, p.4).
Methodology
Chans methodology includes qualitative research designs to understand experiences,
contributing factors, and the meaning that is attributed to lived experiences of queer Filipino
undergraduate men. Using a constructivist approach, Chan centered the individuals experiences
with their interpretations. This approach presented an understanding of how each participant
defined and experienced masculinity through the information that was shared (Chan, 2016, p.
4). Recruitment for participants involved e-mails to Filipino, Asian American, and Asian
American LGBTQ student organizations at a large, public West Coast university (Chan, 2016, p.
4). At this university, Filipino students comprise approximately 4% of the student body yet an
active and visible Filipino student organization is present. Out of the e-mails sent to the
aforementioned populations, responses were received solely from members of the Filipino
student organization, totalling five participants for this study who are self-identified gay,
bisexual, or queer Filipino cisgender men ranging in age from 19 to 21 years old. Class
standings of the participants are two sophomores and three seniors. Interviews were semi-
structured over the duration of one-hour to discuss understandings of masculinity and
experiences with racial, ethnic, gender, and sexual orientation identity at home and in
college. Semi-structured interviews aid in answer Chans research questions. Research
questions that guide this study are: (a) How do queer Filipino college men define masculinity
and from what sources does this understanding develop? (b) How does the context of the college
environment influence their experiences with masculinity? The methodology utilized, paired
with the theoretical framework of the R-MMDI, strongly assists in answering Chans presented
research questions. Chan seeks to understand the complexities of queer Filipino undergraduate
men and how factors contribute. The structure of seeking individualized definitions,
interactions, and involvements answered Chans research questions of how and why.

Results
Three major themes arose in the study: complex and fluid definitions of masculinity,
interactional influences of environmental factors, and college context as developmental
catalyst. These results coincide with the R-MMDI, reaffirming that identities are intertwining,
complex, and influenced by a variety of experiences. Findings included how the role of
contextual influences and meaning making process in identity development strongly relate to
how masculinity is viewed and defined (Chan, 2016, p. 11). For the five participants, feelings of
uncertainty and stress are present when navigating conversations of race and sexual orientation
and also adapting to various social settings. Chan states that mental and emotional energy could
potentially manifest as anxiety, stress, or other mental health concerns. These results are
meaningful and logical, given the limited number of institutions and participants
analyzed. Questions, environment, and population analyzed are logical components and the
research is meaningful in a student affairs setting. Understanding the limited resources that may
be fiscally available, Chans suggested approaches are logical in requiring minimal shift in
expenses, protocol, or personnel. Recommendations are practical for higher education and
student affairs. Each recommended practice will fill a gap that currently exists within most
student organizations and counseling services.

Recommendations
 As there are current gaps in supporting queer Filipino undergraduate men, Chans
research provides clear practices that could be incorporated into students affairs services without
difficulty in resources or staffing. Services and campus programs that purposefully engage
college men through discussion groups or men or Color success initiatives would aid in transition
from home to college. Providing these services to first-year and commuter students would be
particularly successful, as the change between home and college contexts are more
salient. Additional engagement initiatives include conducting microclimates to assess the current
climate of support for that students experience. Presenting specialized services that offer
culturally focused approaches, including peer support groups, online fact sheets for gender and
sexual orientation for parents and family, and workshops on cultivating healthy peer
relationships are also suggested practices. Chan emphasized the necessity for collaborative
efforts with residential life, campus ministries, multicultural and LGBTQ affairs offices, and
more.