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Author: Kathleen Fugate Laborde
Publisher:
ISBN: 9781339308630
Category : Achievement motivation in women
Languages : en
Pages : 165
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Book Description
Women are represented in higher numbers in poverty than are men in every race and ethnicity (Cawthorne, 2008; United States Census bureau, 2011). As women attain higher levels of education, their income rises, so women who earn post-secondary degrees are better able to support themselves and their families. Women often enroll in school for a post-secondary degree after attaining adulthood (defined as self-supporting, having one or more children, or marriage or other significant partner relationship). The vast majority of them go to community college (National Center for Educational Statistics, 2013); they are hardworking students who often do better in class than their traditional age counterparts. Still, in great numbers they fail to complete a course of study (National Center for Educational Statistics, 2015). This is a multiple case study exploring the experiences of nontraditional age women who attend an urban community college. There were five women participants between the ages of 25 and 45 who participated in this study. They all possessed one or more of the markers of adulthood and they had taxable income of less than $18,000.00 per year, which is less than a living wage in this urban county. Each women was interviewed individually and then was given a blank journal in which to write responses to three or four prompts or questions; these were returned to the researcher for analysis. Questions and analysis involved a look at women's experience in community college, particularly the relationship with fellow students, the institution, and institutional agents. Results indicate that the women shared the quintain (the term for the phenomenon across cases) of seizing a new opportunity, a unique event unassociated with a causal or trigger event. Each was driven by strong intrinsic motivation that was increased with every successful event in higher education, and was not diminished by negative events. Institutional agents from community college did not play a significant part in persistence of the women. Once the women decided to enroll in community college, they gathered all the resources available to them to successfully persist to their desired degree, focusing on the improved career and opportunities anticipated in the future.
Author: Kathleen Fugate Laborde
Publisher:
ISBN: 9781339308630
Category : Achievement motivation in women
Languages : en
Pages : 165
Get Book Here
Book Description
Women are represented in higher numbers in poverty than are men in every race and ethnicity (Cawthorne, 2008; United States Census bureau, 2011). As women attain higher levels of education, their income rises, so women who earn post-secondary degrees are better able to support themselves and their families. Women often enroll in school for a post-secondary degree after attaining adulthood (defined as self-supporting, having one or more children, or marriage or other significant partner relationship). The vast majority of them go to community college (National Center for Educational Statistics, 2013); they are hardworking students who often do better in class than their traditional age counterparts. Still, in great numbers they fail to complete a course of study (National Center for Educational Statistics, 2015). This is a multiple case study exploring the experiences of nontraditional age women who attend an urban community college. There were five women participants between the ages of 25 and 45 who participated in this study. They all possessed one or more of the markers of adulthood and they had taxable income of less than $18,000.00 per year, which is less than a living wage in this urban county. Each women was interviewed individually and then was given a blank journal in which to write responses to three or four prompts or questions; these were returned to the researcher for analysis. Questions and analysis involved a look at women's experience in community college, particularly the relationship with fellow students, the institution, and institutional agents. Results indicate that the women shared the quintain (the term for the phenomenon across cases) of seizing a new opportunity, a unique event unassociated with a causal or trigger event. Each was driven by strong intrinsic motivation that was increased with every successful event in higher education, and was not diminished by negative events. Institutional agents from community college did not play a significant part in persistence of the women. Once the women decided to enroll in community college, they gathered all the resources available to them to successfully persist to their desired degree, focusing on the improved career and opportunities anticipated in the future.
Author: Catherine Elise Barrett
Publisher:
ISBN:
Category :
Languages : en
Pages : 251
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Book Description
Keywords: constructive resistance, socio-economic status and learning, social mobility, class-based obstacles, first-generation, women's development, cultural capital.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
This dissertation reports the results of an ethnographic study done at a technical community college in the southeastern United States. A qualitative research methodology was employed to record current issues surrounding the educational experiences of first-generation women community college students of nontraditional age and understand in greater depth, daily experiences as well as the degree to which norms established within a group's culture, class, and race affect educational attainment. This study discloses the challenges, motivation, and personal aspirations of the identified group of participants who engaged in this research. This research demonstrated the positive transformations education made in the lives of participants, their children, and their communities. Successful learning experiences in adult education programs at the community college resulted in increased self-confidence, a greater sense of independence for all participants, and cultural mobility. School became a place where first-generation women of nontraditional age found self-worth and a sense of identity. First-generation women students of nontraditional age who had tremendous familial support and found significant motivation from family, community, and children persisted in academic endeavors and reached their intended goals in spite of great adversity.
Author: Charlene Ann Lutes
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 248
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Book Description
Author: Cynthia A. Nicodemus
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Author: Mary E. Miles
Publisher:
ISBN:
Category : Nontraditional college students
Languages : en
Pages : 223
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Book Description
This qualitative study explores the experiences of ten nontraditional women who reenter a community college after a prolonged departure. Experiences are examined through the lens of Tinto's Theory of Institutional Departure, as well as Deci and Ryan's Self Determination Theory. While there is strong desire for educational attainment, early college experiences lack the focus of a defined educational goal and institutional knowledge about basic services. Return to community college results not only from changes in the life course, but a strong commitment to the goal attainment of a college degree. Current college experiences are positive with regard to both academic and social integration; however, they occur in a concurrent manner. Academic and social integration are enhanced by academic competency and belonging to the educational community, and increasing autonomy as they progress toward their educational goal. Integral to persistence is high use of educational resources and an increased sense of institutional agency over time. Challenges to persistence include a continued lack of financial resources, significant health issues, and balancing work, school, and home life.
Author: Mary Delores Jones-Ford
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 270
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Book Description
Author: Allener M. Rogers
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 296
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Book Description
Author: Lynsey Jae Grace
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
The purpose of this qualitative study was to explore the perceptions and development of community college students as they navigate stigmas associated with a 2-year collegiate institution within the mid-Atlantic region. Community colleges continue to be labeled as a disservice in regard to academically and holistically preparing nontraditional students to matriculate to 4-year institutions. This persistent myth has been presented through the lens of prominent researchers. However, the literature lacks research from the perception, experiences, and most importantly the voice of the nontraditional student. This study enables this marginalized population to be heard through a phenomenological approach. The purpose of this qualitative study was to explore the experiences of urban community college students and how they are able to navigate through trials/tribulations and extenuating circumstances to obtain an associate's degree. More specifically, this study focused on eight student-athletes and examined these nontraditional students' holistic and wellness development, personal and academic development, and self-identity.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 148
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Book Description
Contains information on a variety of subjects within the field of education statistics, including the number of schools and colleges, enrollments, teachers, graduates, educational attainment, finances, Federal funds for education, libraries, international education, and research and development.
