Graduate Research

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A constructivist grounded theory study of interconnected frameworks of healthy and inclusive schools
(University of New Brunswick, 2019) Baker-Korotkov, Kimberly; Peterson, Patricia; Morrison, William
Inclusion of students and comprehensive school health are two important social and public policy frameworks that impact educators on a daily basis. What gets implemented and what makes sense in schools is not without complexity. Implementation of education policies occurs in a high-stakes accountability environment. From a policy and practice outlook, schools in New Brunswick are being asked to implement both frameworks. If schools are to be effective in implementing and sustaining both, it is important to examine how they are connected, to understand the ongoing work to ensure inclusive and healthy schools, and to give a clear direction for realizing both. The purpose of this study is to identify the connecting factors in healthy and inclusive high schools by using a constructivist grounded theory approach to examine the interrelated frameworks. Twenty-one participants from five high schools that performed well on indicators of inclusive education and comprehensive school health were interviewed over a period of six months. Interview and extant data were analyzed to answer the broader question. Findings from this study provide support for a Foundational Relatedness Theory and the intentional and purposeful fostering of teachers’ need for relatedness, contributing to healthy and inclusive schools. This study highlights the responsibility of policy makers as well as district and school leaders to provide the structures and processes to intentionally support the need for connectedness and professional learning to meet the needs of both schools and individual educators. Keywords: inclusive education, comprehensive school health, health promoting schools, constructivism, constructivist grounded theory, relatedness, connectedness, Self-Determination Theory, Foundational Relatedness Theory
A critical discourse analysis of violence in the Mass Effect universe
(University of New Brunswick, 2014) Frias, Michael; Eyre, Linda; Rose, Ellen
This thesis offers a critical discourse analysis of violence in the video game Mass Effect. After the Sandy Hook School shooting in December, 2012, Mass Effect was believed to motivate the shooter. Following this accusation, conversations arose defending and blaming the video game for the shooting. Rather than taking a side, I use Fairclough’s textually-oriented critical discourse analysis to explore the constructions of physical and discursive violence, especially discourses of gender, sexuality and race, in Mass Effect. Physical violence is the more overt presentation, making it easy to link the game to the shooting; discursive violence, however, is less obvious. I also explore how players engage with, and potentially resist, physical and discursive violence through online conversations and opportunities to change the game. Finally, I offer implications for video game developers, parents, teachers, players, and the public.
A grounded theory study of how teachers and administrators use school improvement plans to make change in their schools
(University of New Brunswick, 2018) Morrison, Daryl FG; Brien, Ken
School improvement plans (SIPs) are used in most schools as a means to organize and implement efforts to make schools better. In general, most principals and staff see the development of an SIP as an essential part of every improvement effort within the school (Doud, 1995) and accept the SIP and its required processes as a best practice (Dunaway, Kim, & Szad, 2012). Alternatively, there is a plethora of literature that claims otherwise. Some research contends that SIPs fail to achieve what they intend to do (Anfara, Patterson, & Buehler, 2006). Other research is concerned about the research design of studies that attempt to determine the effectiveness of SIPs (Fernandez, 2011) by linking the quality of the SIP to student performance. Still other research calls for the need for more inquiry about the context of SIPs (Reezigt, 2001; Wikely & Murillo, 2005). Using Crotty’s (1998) knowledge framework, this study was positioned with constructionism as its epistemology, interpretivism and symbolic interaction (Bryant & Charmaz, 2010) as its theoretical perspective, constructivist grounded theory (Charmaz, 2002) as its methodology, and intensive interviews, elicited responses, and content text analysis as its data collection methods that addressed the research question: How do teachers and administrators utilize SIPs to make change in their schools? A constant comparative analysis approach (Glaser & Strauss, 1967) embedded across a four-phase data analysis framework was employed to make sense of the data. Numerous categories emerged from the data that were used to develop a substantive grounded theory about how teachers and administrators use SIPs to make change in their schools. The verisimilitude of the theory is then analyzed using several criteria (Piantanida, Tananis, & Grubs, 2004). Overall, the findings from this research support the adoption of SIPs as a best practice and disrupt the discourse of the failure of SIPs prevalent in the literature. Its findings can be used as an alternative means to comment on the effectiveness of the SIP. Other key findings, implications and recommendations are made explicit as well as considerations for future research.
A linear multiple regression of self-reported basic need satisfaction and depressive symptoms amongst active duty and veteran combat trade Canadian Armed Forces members
(University of New Brunswick, 2020) Wilson, Cassidy Lorraine Louise; Massfeller, Helen
This study explored the basic needs of autonomy, competence, and relatedness using Self-Determination Theory (Ryan & Deci, 2017) in Canadian Armed Forces members to better understand the impact of job-specific struggles on their mental wellness. When these basic needs are violated, the individual may either act out in aberrant ways, or experience a negative impact on their mental health. Participants (n = 44) completed questionnaires assessing basic needs (BPNSF-WD), and depressive symptomatology (QIDS-SR16). A multiple regression was conducted to assess the relationship between basic needs and self-reported symptoms of depression. Results indicate that there was an inverse significant relationship between basic needs and depressive symptoms (F(4, 39) = 2.83, p = .04, r² = .23). Autonomy was the most significant predictor of depression (t = -2.34, p = .03). As autonomy satisfaction scores increased, symptoms of depression decreased. Recommendations for applied counselling practice and future research were discussed. Keywords: Self-Determination Theory, Canadian Armed Forces, depression, mental wellness, autonomy, competence, relatedness.
A pilot study: assessing the effectiveness of an animal-assisted intervention in reducing loneliness of post-secondary students
(University of New Brunswick, 2018) Swan, Hilary; Massfeller, Helen
Animal assisted interventions (AAI) are an increasingly popular tool in supporting post secondary students’ mental health across institutions in North America. Majority of the existing research has explored AAI’s effects on stress and anxiety, while this pilot study evaluated the effectiveness of an AAI program on symptoms of loneliness among university students (n = 20). Using the UCLA Loneliness Scale (Version 3) as a pre and post measure, results revealed a slight decrease in self-reported loneliness scores following the AAI intervention, with no difference between males and females (n =5) reported either feeling “better” or “so much better” post intervention. Limitations of the study were identified along with recommendations for future research. Strategies for integrating AAI into counselling practices within a post-secondary environment were explored.
A qualitative analysis of early French immersion students' communicative competence on the New Brunswick oral proficiency interview: where pedagogy meets assessment
(University of New Brunswick, 2021) Michaud, Lisa Sylvie; Bouthillier, Josée Le; Dicks, Joseph
The Oral Proficiency Interview (OPI) is an assessment of second language oral proficiency administered by the New Brunswick Department of Education and Early Childhood Development (NB-EECD) for students enrolled in French second language (FSL) programs, including French immersion (FI). OPI results for 2018-2019 indicate that approximately one-half of Grade 12 early French immersion (EFI) students reached the provincially-set target of Advanced oral proficiency. Another large percentage - 33.5% - reached the Intermediate Plus level, meaning that they possessed many characteristics of Advanced speakers but could not sustain this kind of oral competence throughout the interview. Similar results have been consistently reported over many years of testing using the OPI (NB-EECD, 2019b). This qualitative research of Grade-1-entry-point EFI students' performance on the OPI, through detailed discourse analysis of OPI interviews retrieved from the NB-EECD, illustrates the discursive strengths and limitations of student performance on interviews rated at the Intermediate Plus (N=3) and Advanced (N=3) levels of oral proficiency. Following Celce-Murcia's theory of communicative competence (2007a), these findings can inform teaching practices favouring a holistic approach to teaching (Celce-Murcia, 2007a; Goh & Burns, 2012; Le Bouthillier, 2018b), narrow the divide between practical and theoretical aspects of language learning and assessment (Council of Europe, 2001), and help deconstruct the assessment criteria to guide student discourse toward a higher student achievement at the Advanced level.
A queer agenda for possible futures: Education, activism, and identity
(University of New Brunswick, 2024-04) Thorpe, Amelia; Burkholder, Casey
2SLGBTQ+ identities and experiences have long been erased and underrepresented in social, educational, and political spheres across Canada. This dissertation addresses questions of activism, history, identity, community, and education through a five-part, article-based exploration of the construct of Pride and queer histories of activism and organizing. Using autoethnography, semi-structured interviewing, and narrative inquiry, I address the ongoing institutional erasure of gender and sexually diverse identities within schools and explore the capacity of informal community education spaces and histories to help address this deficiency and inform the development of a public queer pedagogy. I (cautiously) position Pride as educative, with attention to the urgent need to queer and repoliticize 2SLGBTQ+ spaces and organizations to disrupt discourses of homonormativity and homonationalism. I suggest that queer histories, queer organizing, and queer activism have immense potential to speak back to the erasure of gender and sexual diversity in formal education and contribute to an experiential and relational queer pedagogy rooted in radical queer futurity.
A reading intervention in a N.B. grade 6 post intensive French classroom: an action research study
(University of New Brunswick, 2019) VanSnick, Janic Maryse; Kristmanson, Paula; LeBouthillier, Josée
This study focused on the implementation of a reading intervention within a grade 6 Post Intensive French (PIF) classroom. The intervention was comprised of introducing recent research-based literacy practices for middle school learners of French as a second or alternate language while focusing on the development of the lower level processing skills (the skills needed to learn to read). The goal of this study was to discover the impacts of the recent practices on the growth of the students’ reading skills, and if the development in reading skills would help close the gap between the students’ reading skills and the expectations of the PIF program. The results of this study showed that the existing gap did close, and that the recent literacy practices used in this reading intervention were effective, a significant gap remains.
A story of being and becoming an artist
(University of New Brunswick, 2021-03) Rooney, Jean; Blatherwick, Mary
The purpose of this autoethnographic story study is to adventure through the process of self-reflection and writing to explore and interrogate my narratives of lived experience as an artist. This study is both my story of being and becoming an artist educator and what is drawn out of the stories by connecting them to the broader cultural, political and social meanings and understandings. My reflections consider the context of being an immigrant Irish artist and educator on Indigenous Land in New Brunswick. Storytelling is key throughout this thesis and used as part of the methodology. While I will relate my stories as an artist educator, I will critically interrogate the discourses that have formed those experiences. Within this study I story my narratives of becoming and being an artist and explore through reflexivity how they impact my andragogical practice. This study is useful for artist educators in modelling and encouraging reflection upon their own creative practices, art educational discourses, artists’ relationality and community. Keywords: artist, artist educator, autoethnography, reflexivity, personal narrative.
A storytelling voyage: searching for storytelling spaces in classrooms
(University of New Brunswick, 2020) LeBlanc-Haley, Joanne; Rose, Sherry
Oral language is the principle socio-cognitive skill children bring with them to school. This research is committed to the connections among oral language development, storytelling, and literacy learning. Today, widespread attention to high-stakes literacy assessment has been found to amplify our preoccupation with print, impacting classroom instruction, including minimizing the role of storytelling and oral language as the foundation for literacy. As a teacher with more than forty years of experience in public education, I was interested in exploring the role of storytelling in literacy pedagogy. I focused on the landscape of storytelling and oral language development within two early childhood classrooms in New Brunswick. Specifically, I asked the following question: Where are the storytelling spaces in classrooms? To investigate my research question, I conducted a qualitative study employing autoethnography and narrative methodologies. Using research strategies from these methodologies I extended my own and possibly readers’ knowledge of the practices and possibilities of storytelling spaces in classrooms, explored an increased focus on storytelling as a way of addressing oral language development and subsequent literacy learning, and offered possibilities for pedagogical change that embrace imagination, creativity, and a joy of story and storytelling. Data was gathered primarily through semi-structured interviews, semi-structured group conversations and participant observer methods. I collected data and documented the spaces in which adults and children listened to and told stories. The children and educators were invited to be collaborators and co-constructors of stories. We talked, drew, played, performed, represented and constructed stories using artifacts, props, structures and objects from the environment, and other available materials. Readers may find an expanded view of storytelling and the possibility of responsive teaching and learning strategies that enhance, supplement, and/or increase the opportunities for storytelling for both children and adults within their own classrooms.
Academic biologists’ conceptions of biology education
(University of New Brunswick, 2015) Peck, Debby; Sears, Alan
This study explored the variation in academic biologists’ conceptions of biology education. Rather than being based on a hypothesis or prediction, the study’s starting point was the self-reflection of a biologist/biology teacher/science educator who was interested in placing her own experiences with biology education within the realm of biologists who teach and carry out research at universities. The study followed a phenomenographic approach designed to map the terrain of academic biologists’ understanding of the phenomenon of biology education. Data were acquired through semi-structured interviews with eleven academic biologists from seven universities in Canada. The study’s outcome space is inclusive of six categories of description. Three categories express an understanding of biology teaching: - biology teaching is bound by the discipline-based curriculum/syllabus and related pedagogy; - biology teaching varies within levels of the education system; - biology teaching is an extension of academic biologist’s own experiences with biology as a study subject, as a science discipline and as a career. Three categories express an understanding of biology learning: - biology learning results from doing biology through preferred process and place; - biology learning is related to the person who guides or mentors the student; - biology learning is multiple discovery related to circumstance and opportunity. The outcome space has implications for the secondary biology curriculum from the perspective of curriculum development, school biology teachers and academic biologists themselves.
Affirming identity in culturally and linguistically diverse classrooms: the role of self in the understanding of equity
(University of New Brunswick, 2019) Whynot, Kathy; Kristmanson, Paula
Educators play an important role in culturally and linguistically diverse classrooms. Choices regarding curriculum, instruction and relationships can affirm or silence student identity. Affirmation of student identity leads to a greater sense of belonging in the classroom, which can lead to academic achievement and growth. To become culturally inclusive, educators must first have the courage, and time, to uncover self, and the assumptions and biases therein. Through this work, educators discover the imbalance of power and equity inherent in our societal and institutional systems, thus enabling them to make the choices necessary to disrupt inequity through affirming and inclusive classroom practice. Though the literature shows that educators need tools and time to discuss these types of realizations and learnings, it is also clear that the commitment to the work begins with self. Educators must explore, and reflect on, the discomfort that erupts when uncovering truths about equity and power, so that they can grow in their practice, and become more effective educators for some of their most vulnerable students. Keywords: culturally responsive pedagogy; diversity and equity; identity affirmation; belonging and empathy
Alternative admission, flexible timelines and alternative assessment in Indigenous post-secondary education
(University of New Brunswick, 2021-12) Han, Reniati; Rose, Ellen
The research examined successful approaches in flexible learning at First Nations University, University of Regina as the university with which First Nations University is federated and the University of New Brunswick (UNB). In particular, alternative admission, flexible timelines and alternative assessment are investigated. Key informant interviews and secondary research on strategic priorities, policies, collective agreements and Indigenization efforts at the three institutions were completed. Findings indicate that various routes exist to gain acceptance at both universities. Alternative approaches with respect to flexible timelines and alternative assessment are not as well developed and are impacted by a range of policies and operational contexts. The research proposes that flexible learning for Indigenous students lies at the intersection of an institution’s approaches and priorities for flexible learning and Indigenization. Recommendations were provided to UNB for potential improvements to mechanisms and processes to align the implementation of flexible learning for Indigenous students in the three areas of interest with UNB’s strategic priorities.
An action research exploration of a critical approach to English for Academic Purposes (EAP)
(University of New Brunswick, 2023-08) Van den Broeck, Chris; Kristmanson, Paula
As a method to better inform and improve practice, but also as a vehicle for affecting real change in the teaching and learning environment, participatory action research is a relevant and applicable methodology. This research study describes an action research project within the context of English for Academic Purposes (EAP) in a post-secondary classroom, where aspects of critical approach to second language pedagogy were explored. The research questions were: How would a critical approach to EAP (English for Academic Purposes) better inform my own teaching practices, and approaches to language teaching pedagogy, and what would the implications of a critical approach to EAP be for the learners? Through a theoretical framework of critical pedagogy, inquiry, and literacy, it was an aim of the study to examine whether EAP programmes might serve a dual purpose: to enhance language ability and proficiency in a way not usually approached in existing EAP curricula and texts, while potentially allowing for a deeper consideration of how EAP learners view themselves and their lived experiences within the academic discourse community. Through an exploration of these concepts, a more nuanced, meaningful understanding of the complex relationships between second language learners, their instructors, and the post-secondary institutions where they learn was sought. Furthermore, seeking a better understanding of my own teaching practice was also a primary aim of the research. Findings from research showed certain pedagogical and theoretical assumptions to teaching and learning in an EAP context, viewed through a critical lens to pedagogy, were validated; others were rejected or remained inconclusive. Potentials for further study, specifically in the domains of plurilingual pedagogies and pedagogical third spaces, are also discussed.
An exploration of French Immersion students' communication during collaborative mathematics problem-solving tasks
(University of New Brunswick, 2017) Culligan, Karla; Dicks, Joseph
The relationship between language and mathematics is complex, and arguably more so when students are learning mathematics through the medium of a second language. This study aims to describe, interpret, and understand how secondary French immersion mathematics students communicate, that is, how they use and attend to language and mathematics as they work collaboratively on problem-solving tasks in their second language. This study in grounded in sociocultural theory (e.g., Lantolf, 2000; Swain, 2000, 2008; Vygotsky, 1962, 1978) and the concept of the mathematics education register (e.g., Halliday, 1978, Pimm, 1987, 2007; Moschkovich, 2007) as the theoretical frameworks in order to highlight the social nature of learning and the key role of language in learning. With the theoretical frameworks guiding the remainder of the study, literature was reviewed that related to French immersion student achievement in mathematics, tensions inherent in bilingual mathematics classrooms, codeswitching or the use of the first language in second language mathematics, and what it means to “do” mathematics in a second language. This classroom-based study involved multiple site visits and working with 22 Grade 9 French immersion mathematics students in two different classes, along with their classroom teacher. Materials included a mathematics problem-solving task that required students to engage in reading, writing, oral interaction, hands-on modelling, and graphic representations. Data were collected via classroom based audio recordings that were then transcribed verbatim; these data were triangulated with researcher fieldnotes, students’ written texts, and post-hoc stimulated recall interviews. Data were analyzed using coding frameworks for language-related episodes (LREs), mathematics-related episodes (MREs), and instances of first language use using a priori codes as well as emergent codes (Barwell, 2009a, 2009c; Halliday, 1985; Moschkovich, 2002, 2007; Swain & Lapkin, 1998, 2000, 2013). The discourse analysis was extended using Gee’s (2014) theory and method, as well as the associated tools of inquiry (Gee, 2011). Several task-related findings suggested that student talk (rather than teacher talk) dominated the activity, that students mainly talked about the mathematics at hand, and that they used most of the anticipated problem-solving strategies to work through the task, although to varying degrees of thoroughness and success. Results showed that students engaged in various kinds of LREs and MREs, especially related to lexis and lexicogrammar, and also, although to a much lesser extent, other language forms. The LREs involved non-mathematical items, non-academic-mathematical items, and academic-mathematical items. The MREs mainly involved students’ describing mathematical situations and expanding in order to provide explanations. Instances of first language use emerged with the LREs (especially lexical) and the MREs (especially expanding with repeat/restate). The first language was also used to move the task along and for interpersonal interactions (especially vernacular and to express feelings). Theoretical and practical implications for educators and policymakers are given based on the salient findings of the study. Suggestions for future research are also explored.
An interpretative phenomenological analysis of the experiences of students requiring tertiary level behaviour support within inclusive high school settings
(University of New Brunswick, 2019) Tanfara, Kristijana; Landine, Jeff; Morrison, Bill
This study investigated the experiences of two adolescent youth with significant emotional and behavioural challenges receiving a tertiary level of positive behavior intervention support (PBIS) within an inclusive secondary school setting. These perspectives were collected through semi-structured, open-ended interviews and analyzed using an interpretative phenomenological analysis (IPA) methodology. Research shows that providing individualized emotional and behavioural support promotes appropriate behavior development among students within a positive learning environment (Flannery, et al., 2014; Feuerborn, Wallace & Tyre, 2013). Students struggling with learning appropriate conduct may require a wrap-around system of intensive and individualized behavior supports in order to succeed in high school (Lane, et al., 2013). This study examined the effect of emotional and behavioural support through the Integrated Service Delivery (ISD) model Child and Youth (C&Y) Team as a tertiary level of PBIS care within NB education system’s inclusionary schools for students with such need. The study’s significance to the field of behavior support research and education includes the provision of student perspectives—largely missing from the literature—on the efficacy of implementing PBIS in an inclusive provincial high school.
Be innovative but don't be wrong: Are 21st century students experiencing 21st century mathematics education?
(University of New Brunswick, 2016) Anderson, Jennifer; Wagner, David
The 21st century has brought with it dramatic challenges through climate change, social and economic instability, volatile energy and food prices, and the consequent global vulnerabilities and inequalities. To meet these challenges, governments are responding by reviewing and reforming educational policy and implementing targets that focus on competencies such as creativity, innovation, collaboration, communication, character, culture and ethical citizenship, and computer and digital technologies. Despite these efforts, public education is still firmly embedded in the structures of an industrial age. This is particularly evident in assessment practices. Expectations for monitoring and uniformity are increasing at the same time as policies outlining the need to develop innovation. This dissertation investigates the impact of these policies and practices on students. This dissertation reports the findings of a study on the judgements made about teaching and learning mathematics and how those judgements reflect the values embedded in mathematics education. The data was gathered in two grade eight classes from suburban schools in an Atlantic province of Canada. For each school, the research included five recorded sessions of the regularly timetabled class, journal writing, a recorded focus group session of students, and an interview with the teacher. The recordings took place mid-way through a unit on graphing equations in one class and a study of integers in the other class. As with all research, the literature is selected to build a portrait of the context within which to present the information and frame the findings. As judgement is a highly contextualized enterprise, the review begins with an overview of the current sociopolitical climate within which teachers are expected to teach and measure their students’ understanding and within which students are attempting to succeed. In the literature section I explore the current environment of mathematics education and the theoretical frameworks that provide a means for educational researchers to investigate mathematics teaching in context. The study then turns to a description of the methodological tool and outlines the research design. The discussion is qualitative and interpretive. It is argued that, despite the fact that the classes were well taught, the students continue a legacy of a narrow concept of the nature and purpose of mathematics and mathematics education. Finally, some suggestions regarding directions for subsequent research are considered.
Befindlichkeit and imagination: an excursion into emancipatory learning
(University of New Brunswick, 2018) Heuff, Romey Frances; White, Melissa
This qualitative study looks at my idiosyncratic ways of perceiving and being in the world; a reflection of my upbringing, formal training, predispositions, and interests. Using philosophical autobiography, I examined how imagination has influenced my reality perspectives and my befindlichkeit or self-concept. I used a constructivist approach to learning and knowledge formation, embracing personal truths and affective ways of knowing (intuition and emotional understanding) as they prioritize experience and identify for me what is most significant in the reflection process (Mezirow, Taylor and Associates, 2009). The data includes three decades of artifacts and multiple iterations of writing, analysis, and self-determination. Findings are presented chronologically, describing my learning and development journey, uses of imagination and it effects. The data suggests that creativity was a coping mechanism to maintain a positive befindlichkeit which also delayed my psychosocial development (Erickson, 1982). I imagined conflict as power struggles with people trying to assert their authority over me.
Believe, Inspire, Create, Celebrate — Fields of play in education: be(com)ing curriculum within pedagogy of promise
(University of New Brunswick, 2015) Hirst, Sally; Rose, Sherry
The aim of this project is to present a reconceptualized perspective of the powers and technologies that play on educational beliefs, inspiration, creativity, and celebrations in schooled practices. I make a proposal for educator-learners to revisit their ethical responsibility to children, themselves, and education through thoughtful and playful opportunities in pedagogy of promise. The school mission statement Believe, Inspire, Create, Celebrate guided a professional community of educator-learners as we honored children, designed spaces that inspired authentic learning activities, and nurtured an inclusive environment. My growing concern with universalizing discourses provoked a curiosity about the powers that determined teaching practices under these tenets, became contested as learning opportunities. I navigate between the contested spaces of my lived experiences within the classroom, and as a member on provincial/district committees, (re)searching connections between intended and actual effects of practices and policy. Are there common grounds, or is this a space in need of negotiation? This project contains a review of reconceptualist literature, within the narrative wanderings drawn from my lived experience, as I explore intentions, interpretation, and identity that shape educational practice. I highlight promises from provincial curricula documents that support the tenets of emergent curriculum, as practiced through a Reggio Emilia approach. As I attend to the complexities of complexing learning/curriculum/childhood, I remain open to rhizomatic possibilities that reframe meanings, interrogate views, and propose pedagogical practices that invite children into the learning process; as people with rights and authentic knowledge. The project invites readers to consider similar opportunities for be(com)ing curriculum with(in) reconceptualized beliefs as learner-researchers.
Boys, literacy, and career choice: understanding the experiences of disaffected high school boys
(University of New Brunswick, 2012) Miles, Cheryl Ann Knight; Myers, Sharon
Underachievement and gender in education are complex issues. Gender comparison statistics are mainly derived from the culture of international, national, and provincial large scale assessments. The so called, "what about the boys?" argument emerges out of these comparative approaches. The existing literature underscores the need to identify which boys are underachieving. Boys who are disaffected from school appear to be particularly at risk of not pursuing a post-secondary education. This study offers a unique perspective by examining disaffection from school through the voices of disaffected boys. Exploring the personal stories of ten boys who experienced disaffection from school offers a close-up picture of what the phenomenon of disaffection feels like from the "inside out" and provides greater depth and poignancy to the entire experience, which cannot be accomplished in large scale, survey research. The following characteristics of disaffection from school are examined from the perspective of adolescent boys: marginal literacy skills, academic detachment, a lack of focus on the pleasure of learning and reading in school, low participation, and/or low sense of belonging. Since a strong relationship has been established between perceived academic efficacy and how career choice and development decisions are made, this study also explores how disaffected adolescent boys made career choice decisions in light of their experiences and perceptions through the lens of self-efficacy. A phenomenological approach was used to investigate this phenomenon. The qualitative means of data collection consisted of at least two long, one-on-one interviews with ten adolescent boys, completing grade twelve in New Brunswick high schools. Member checking strategies were incorporated. Three overarching themes serve to represent the data: serving a sentence, coping with the reality, and facing the future. The findings of this study are relevant to the understanding of disaffection from school and to broadening the theoretical perspective of self-efficacy. Specifically, this research offers insight into what disaffected boys learn and do not learn in school and examines the nature of their affective connection with school. Who these boys are and the ways in which they frame their experiences constitute the focus of this study. Collectively, the findings of this study inform, confirm, and extend the existing literature. Implications for policy and practice as well as for future research are considered. This study demonstrates the personal side of the "what about the boys?" debate. The participants offer a window into their experience of disaffection from school and of the costs associated with maintaining the status quo. Their voices consistently convey the message that there needs to be a paradigm shift in how they are educated.

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