Living with/in a hypermasculine moral paradox: Examining adolescent White male athlete disengagement in school

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dc.contributor.advisorKehler, Michael
dc.contributor.authorFowler, Teresa Anne
dc.contributor.committeememberLowan-Trudeau, Gregory
dc.contributor.committeememberSimmons, Marlon
dc.contributor.committeememberSteinberg, Shirley R.
dc.contributor.committeememberBridel, William
dc.contributor.committeememberNelson, Joseph Derrick
dc.date2020-11
dc.date.accessioned2020-04-27T18:31:44Z
dc.date.available2020-04-27T18:31:44Z
dc.date.issued2020-04-23
dc.description.abstractThis 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.en_US
dc.identifier.citationFowler, T. A. (2020). Living with/in a hypermasculine moral paradox: Examining adolescent White male athlete disengagement in school (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/37728
dc.identifier.urihttp://hdl.handle.net/1880/111903
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectMasculinitiesen_US
dc.subjectDisengagementen_US
dc.subjectSportsen_US
dc.subjectWhitenessen_US
dc.subject.classificationEducation--Curriculum and Instructionen_US
dc.subject.classificationEducation--Physicalen_US
dc.subject.classificationEducation--Sociology ofen_US
dc.subject.classificationGender Studiesen_US
dc.titleLiving with/in a hypermasculine moral paradox: Examining adolescent White male athlete disengagement in schoolen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Philosophy (PhD)en_US
ucalgary.item.requestcopytrueen_US
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