We’ve written before about the decline in prime-age males in the workforce—and how this and other demographic trends are impacting overall labor force participation. We’ve also explored the research behind why fewer men in the U.S. are working today, a trend that’s been building for decades.
This graph pretty much sums the issue up:
So, what do we do about it?
In a 2023 post, we shared a few ideas for what employers can do. But what about at the macro level? From a policy perspective, what might actually move the needle?
Brad Wilcox, a professor at the University of Virginia, has a couple of ideas:
1. Promote the Success Sequence
We discussed this in our last post. Read all about it here.
2. Defund College, Refund Vocational Education
In his book Get Married, Wilcox writes:
“Not enough male teachers, too little recess, books that don’t speak to the male imagination, and intolerance for the boisterous spirit of boys in our nation’s schools are among many factors driving ‘the growing epidemic of unmotivated boys and underachieving young men’ in the education sector.”
He continues:
“Big education has also focused its spending and attention overwhelmingly on serving students on the ‘college track,’ a track now dominated by girls and young women. The Department of Education, for instance, spends about seventy-nine times as much money on colleges and universities as it does on vocational education in high schools and community colleges.”
In short, our system is failing to equip many young men—especially those from poor or working-class backgrounds—with the skills, confidence, and purpose that come from learning a trade. This isn’t just about economics. It’s also about dignity, direction, and a clear path toward a stable, decent-paying job. Even some affluent young men would benefit more from hands-on work than from a traditional college path, as I’ve written about previously.
Wilcox’s recommendation? Shift investment and prestige toward vocational and technical education.
“Career Academies—high school programs that offer struggling students rigorous, career-oriented courses—have succeeded in boosting the earnings and marriage prospects of young men who succeed in them. Policymakers should lean into the success of Career Academies and other CTE models in high schools and community colleges by increasing funding and prestige for these programs.”
Local Progress, National Opportunity
I’m encouraged to see progress in this area locally—through both funding and community focus. But more is needed.
We also need to engage strong, positive male role models earlier in boys’ lives. As Wilcox points out, there are far fewer male teachers than female teachers—especially in early education. Many boys are raised by single mothers, taught mostly by women, and rarely see men working in trades or industries that might spark their interest—if only they were exposed to them.
The decline in male workforce participation has been slow and steady. Climbing out of it won’t be quick, but with thoughtful, long-term policy, it’s possible.
And it’s not just a workforce issue—it’s a societal one. As poverty expert Ruby Payne has said, “If men aren’t employed, they are usually one or both of two things: lovers and fighters.”
That reality runs counter to the success sequence—and leaves too many men incarcerated or disengaged rather than contributing meaningfully to their families, communities, and economy.
So I guess I’ll wrap up by saying this: If we want to reverse the decline in male workforce participation, we need to rethink how we educate, support, and engage young men – starting early and continuing through career entry. It’s not just about jobs; it’s about purpose, identity, and belonging. Investing in these solutions today can lead to a stronger, more stable workforce (and a healthier society) for everyone.
