This article reviews men-centered scholarship published in adult education journals from 2003 to 2023. The study addressed two questions: (1) How are men portrayed? and (2) How is hegemonic masculinity depicted? Men were represented as marginalized or deficient, as learners, as individuals negotiating identity, and as contributors to educational contexts. Hegemonic masculinity emerged through expectations of dominance in male-dominated fields (e.g., law enforcement), reluctance to acknowledge health concerns to maintain a virile image, and the prioritization of work and wealth. The literature also illustrated how race, sexual orientation, and age positioned some men as falling short of hegemonic masculine norms. These findings hold implications for research and practice in adult education.
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