Voices of Low-Income Undergraduate Student-Mothers: Experiences of Persisting in College

Autor/in	James, Jewel C.
Titel	Voices of Low-Income Undergraduate Student-Mothers: Experiences of Persisting in College
Quelle	(2019), (146 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Fordham University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4386-0247-2
Schlagwörter	Hochschulschrift; Dissertation; Low Income; Undergraduate Students; One Parent Family; Mothers; Academic Persistence; Educational Attainment; Phenomenology; Grade Point Average; Higher Education; Family Work Relationship; Immigrants; Barriers; Social Support Groups; Empowerment; New York (New York) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Niedriglohn; Single parent family; Ein-Eltern-Familie; Mother; Mutter; Bildungsabschluss; Bildungsgut; Phenomenological psychology; Phänomenologie; Psychologie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Immigrant; Immigrantin; Immigranten; Social support; Soziale Unterstützung
Abstract	Aiming to bridge a gap in the psychological literature as it pertains to giving voice to the experiences of mothers enrolled in college with limited financial resources, this qualitative study sought to contribute to research in the area of persistence. Through the lens of a critical-ideological paradigm, this phenomenological study examined the experiences of twelve low-income student-mothers who are pursuing their undergraduate degree at colleges in the City University of New York. The study focused on the factors that have allowed them to persist in their studies despite challenges and the responsibilities of motherhood. Participants ranged in age from 21 to 46 with varying GPAs ranging from 2.8 to 3.6, had earned at least 24 credits, and had at least one child 13 years old or younger. They were asked open-ended questions which were revised as participants presented new information. The study yielded seven major themes: (1) Intrinsic factors that influence persistence, (2) Extrinsic factors that influence persistence, (3) Higher education as empowerment, (4) Supportive relationships, (5) Achieving school-work-life balance, (6) Transition to college, and (7) Challenges related to immigrant status. These themes were described in depth followed by a discussion of theoretical, clinical, social justice, and research implications. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01