But ultimately the differences have to do with radically different notions of what it means to be a man in the first place.

The people in men’s studies, like those in women’s studies, take a mostly sociological perspective and believe that masculinity is essentially a cultural construct and that gender differences in general are fluid and variable. To Professor Kimmel, we live in a world that is increasingly gender-neutral and gender integrated and that this is a good thing for men and women both. “That ship has sailed — it’s a done deal,” he said recently, dismissing the idea that men and women are as different as Martians and Venutians.

The male studies people, on the other had, are what their critics call “essentialists” and believe that male behavior is in large part biologically determined. Men think and act differently from how women think and act because that’s how evolution shaped them. In the most extreme formulations of essentialism, men are basically still Neanderthals: violent, clannish, sexually voracious and in need of female domestication.

Professor Tiger, who has a somewhat more benign view of men than that, nevertheless worries that the changes that have allowed women to control their own reproductive process have unnaturally and disastrously altered the balance of power between the sexes.

But the biology vs. culture argument has been going on for years, and the male studies movement is less an expansion of that debate than a response to a specific crisis, the nature of which both sides agree on: academically at least, young men are in trouble.

Starting in grammar school, they lag behind girls by most observable measures, and the gap widens through high school and college. If males go to college at all, that is. College enrollment tilts at almost 60-40 in favor of women, and once enrolled, women are more likely than men to do well and to graduate.

Image Credit... Boris Kulikov

There are a lot of explanations for why this is so. A popular theory, set forth in books like “The Trouble With Boys,” by Peg Tyre, and “The War Against Boys: How Misguided Feminism Is Hurting Our Young Men,” by Christina Hoff Sommers, is that grammar school classrooms have become excessively feminized, impatient with boys’ naturally boisterous behavior and short attention spans and inattentive to the way in which boys learn differently from girls. (Critics who went to school in the ’50s, when seat-squirming, loud-talking and other boyish hijinks were even less tolerated, are told that back then education didn’t matter so much and that a boy who didn’t do well in school had more and better employment options than such a student does today.)