| Using concepts from chaos, complexity, quantum theories and dynamic systems theory as tools, this study explored the perceptions, interactions, and coping strategies (in both academic and social experiences) of eight disaffected male undergraduates from a large, research intensive, land-grant university in the Midwest. The intent of this study was to introduce new ways of perceiving, discussing, and describing the complex processes of engagement, connection, transformation, and self-organization of disaffected male undergraduates.; Data was gathered by conducting two semi-structured interviews with each subject over four months, by analyzing original compositions and secondary data, and by administering a psychological tool, the Myers-Briggs Type Indicator. Analysis was by the Ad Hoc meaning generation method. The write-up of findings is in the form of ethnographic performance, comprising a three-scene play.; Disaffected male undergraduates in this study were or had been frustrated and disillusioned with their academic experiences and with prevailing academic practices. They felt forced to adapt, felt different from their peers, and found it difficult to stay engaged and motivated. All the disaffected male undergraduates had the similar personality preferences. Six of eight were INFP, and two were INTP and ENTP. They were among the merely one to five percent of the population characterized by such preferences. All had very clear to clear preferences for Intuition.; The study leads to several recommendations: To provide greater support and incentives to disaffected male undergraduates, administrators and other professionals in higher education need to realize that a single educational approach does not fit all learners. Disaffected male undergraduates will benefit from a greater variety in pedagogical approaches, from alternative learning environments and communities, and from opportunities to rejuvenate and recreate away from school during credit-producing sabbaticals.; This study contributes another voice on the application of chaos and complexity sciences to the dynamics of human behavior and the processes of learning and teaching. This study augments the discussion of alternative ways of viewing the phenomenon of disaffected male students and may stimulate alternative approaches and practices for change in higher education. |
