Shame shapeshifters masking as disengagement: a grounded theory study examining academic achievement-related emotions in high school

Abstract

Each student brings their past experiences, current working identity, and cultural perspectives with them into the learning environment, which is a highly charged emotionally reciprocating space where information is being exchanged. Disengagement is cited as being problematic to educators, inhibiting them from supporting students to achieve at their highest level. The purpose of this constructivist grounded theory study was to discover if what educators refer to as disengagement is shame manifesting itself outwardly. The shame space was found to be created when there was a gap between how the individual was perceived and societal expectations they failed to meet. Shame re-storied the way that experiences were perceived and recalled, which was connected to the variances in how students displayed disengagement within the learning environment.

The study took place with individuals, ages 18–30, recruited by snowball sampling, through social media and electronic communication such as e-mail or text messages in several Midwestern states. Snowball sampling involved asking a number of people who else to talk to about their high school experiences (Patton, 2015). Creating spaces to hear from those directly involved with the phenomena, the following central question was addressed: How and in what ways might shame be reflected in students’ learning environments? Data collection included documents such as a written response about the students’ experiences in school, 15 in-depth interviews, descriptive memos, and researcher’s field notes. The resulting outcome was the Strugglish Superhero Storyline, which is my theory for understanding the nature of shame and three-act structure—the Strugglish Superhero Storyboard move from the shame space toward success.