Browsing by Author "Fowler, Teresa Anne"
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- ItemOpen AccessHow can school systems weave together Indigenous ways of knowing and response-tointervention to reduce chronic absenteeism in Alberta?(University of Calgary : Werklund School of Education, 2020-06-24) Fowler, Teresa Anne; McDermott, MairiIt is well documented that students who demonstrate high levels of absenteeism are at an increased risk for a number of negative outcomes (e.g., see Fuhs et al., 2018). What is becoming increasingly evident, however, is that students who experience chronic stressors, such as socioeconomic disadvantage, mental health challenges, or cultural marginalization are at an increased risk for school absenteeism and represent specific populations who would greatly benefit from innovative proactive and reactive intervention techniques (Wimmer, 2013). Current Rocky View Schools (RVS) data suggests that of the nearly 800 students who identify as Indigenous within the district, 30% can be considered chronically absent. Data analyzed from September 2017 to April 2018 revealed that on-reserve students who attend an RVS school demonstrated the highest percentage of chronic absenteeism – an alarming 80%. Additionally, these on-reserve students have missed an average of 32 days of school to date this year (representing close to 23% of the school year). Based on the results of the internal data analysis, this study examines the experiences in a public school of First Nations students, who reside on reserve. Interviews were conducted with parents and students and surveys were responded to by staff and what was revealed as a barrier to attendance was a form of cross-cultural anxiety.
- ItemOpen AccessLiving with/in a hypermasculine moral paradox: Examining adolescent White male athlete disengagement in school(2020-04-23) Fowler, Teresa Anne; Kehler, Michael; Lowan-Trudeau, Gregory; Simmons, Marlon; Steinberg, Shirley R.; Bridel, William; Nelson, Joseph DerrickThis dissertation examined White male student athletes as a way to explore the impact of disengagement on boys’ education and to explicate the intersections that constituted their masculinity. The study’s five participants were members of an elite hockey team who attended school at a specialized sports academy intended to cater to their athletic needs and support their potential to become professional hockey players. Through a qualitative methodology, the boys revealed not only the implications of the “boys will be boys” narrative within the school but also how their hypermasculine identity resulted in a masculine moral paradox. Participants found themselves in tension between benefiting from their identities as White athletic boys and alienation from students who were not members of their team. This exclusivity does little to dismantle barriers of gender equity in schools and has consequences for those who see hockey players as cultural symbols embodying national identity and a narrow vision of masculinity. Schools must not only hold young men accountable for complicit masculinity and educate them on the outcomes of patriarchal power but also consider their own role in entrenching the “boys will be boys” narrative and find sites of intervention to move schooling toward a relational balance of gender equity.