Unmasked: A Narrative Exploration of Identity in Female Educators with ADHD
Notice bibliographique
Résumé
This qualitative narrative inquiry explores the lived experiences of five adult female educators in Ontario, Canada who were diagnosed with or self-identify as having Attention Deficit Hyperactivity Disorder (ADHD). Participants teach across elementary, secondary, and post-secondary levels. A college consultant in educational development was also interviewed as a key informant to provide additional context. Data was collected through one semi-structured interview per subject and validated through member-checking and a collaborative reflection process in which participants could help co-author their narrative vignettes. The study investigates how ADHD intersects with gender, professional identity, pedagogy, and institutional systems, especially in women, most of whom discovered their ADHD in adulthood. While each story is unique, the participants from this study described bringing fun, sensitivity, creativity and empathy to a system which has traditionally pathologized ADHD rather than recognize it as an exceptional difference. Themes included paradoxes of identity formation, systemic expectations and pedagogical values. Across educational contexts (elementary, secondary, and post-secondary) systems were seen as underfunded, outdated and unsustainable. Participants shared experiences of burnout and chronic pain as well as some struggles navigating ableism, and internalized stigma. They also reflected on their past as young students with unnamed ADHD and how these experiences shaped their relationships and sense of self. Many participants described teaching in ways they wish they had been taught and shared some examples of how they connect with struggling learners. Common challenges and/or traits included: all-or-nothing thinking, administrative overwhelm, emotional dysregulation, and struggling in environments that are not suited for their physical and mental well-being. This study acknowledges the importance of expansive supportive and inclusionary measures. A student’s learning environment is a teacher’s work environment; therefore, where empathy and support helps one group, it will likely benefit others. The study calls for the creation and implementation of flexible, human-centered approaches to education that acknowledge and value diverse cognitive and emotional experiences within our schools as learning environments and as workplaces.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,003 |
| Études des sciences et des technologies | 0,000 | 0,001 |
| Communication savante | 0,000 | 0,002 |
| Science ouverte | 0,004 | 0,002 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».