Abstract

The purpose of this constructivist grounded theory study is to discover how toxic masculine beliefs manifest in English Language Arts curriculum content and instructional approaches in grades 9 through 12. Using Charmaz's (2014) constructivist methodological approach to grounded theory, the study explored the following central research question: How are toxic masculine beliefs manifested in secondary English Language Arts (9-12) curriculum content and instruction approaches in three states in the southeastern United States? Five thematic categories emerged from this study: (1) Characteristics of Masculine Beliefs in Curriculum; (2) Navigating Toxic Masculine Beliefs During Instruction; (3) Awareness and Agency of Teachers; (4) Awareness and Responses of Students, and (5) Endurance of Toxic Masculine Beliefs in Texts and Culture. These thematic categories serve as a theoretical framework for the emergent theory – Transactional Theory of Toxic Masculine Beliefs in Secondary English Language Arts Curriculum and Instruction – which can be used to further investigate the role toxic masculinity plays in the process of delivering curriculum and instruction in high school English Language Arts. The findings of this study bring awareness to ways in which toxic masculine beliefs are present in the literary texts included in secondary curriculum content and engaged with during instruction.

Notes

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Graduation Date

2023

Semester

Summer

Advisor

Olan, Elsie

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Learning Sciences and Educational Research

Degree Program

Curriculum and Instruction

Identifier

CFE0009804; DP0027912

URL

https://purls.library.ucf.edu/go/DP0027912

Language

English

Release Date

August 2028

Length of Campus-only Access

5 years

Access Status

Doctoral Dissertation (Campus-only Access)

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