| 008 |
|
200403n^^^^^^^^xx^a^^^^o^^^^^|||^u^eng^d |
| 024 |
7 |
|a LC1756.B47 2011_BethelJennifer |2 BU-Local |
| 245 |
10 |
|a The educational attainment of black Bahamian women from low socio-economic environments |h [electronic resource]. |
| 260 |
|
|a Miami, Fla. : |b Barry University, |c 2011. |
| 300 |
|
|a xv, 209 leaves : |b ill. ; |c 28 cm |
| 490 |
|
|a Barry University Dissertations -- School of Education. |
| 502 |
|
|a Thesis (Ph.D.)--Barry University, 2011. |
| 504 |
|
|a Includes bibliographical references (leaves 165-183). |
| 506 |
|
|a Copyright Jennifer M. Bethel. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
| 520 |
3 |
|a Purpose: The purpose of this research study was to better understand the educational attainment of Black Bahamian women of low socio-economic status being raised by a female single parent in a low socio-economic environment. Better awareness of the challenges and successes of these women provided a comprehensive analysis which contributed to a critical understanding of the social realities of these women’s lives by giving the contextual setting central importance and removing the invisibility of gender bias to reveal their perceptions and understanding of their lived social reality. Method: This phenomenological qualitative study was conducted with eight purposively selected individuals. The researcher was the instrument and, therefore, responsible for collecting the data using the interview protocol. The women provided their insights, perceptions, and beliefs using 11 open-ended questions in one-on-one interviews. The questions sought to gain depth of awareness and perception from women raised by a female single-parent and in a low socio-economic environment. The data were analyzed using Moustakas’ (1994) modification of the Stevick Colaizzi-Keen method of data analysis. As customary with phenomenological inquiry, the researcher gathered data from the participants which were then used to generate codes. The emerging codes revealed themes or recurring patterns of meaning which provided greater awareness about the participants’ experiences and perspectives. The researcher also ensured this study was embedded with verification strategies. Inclusive of these strategies were methodological coherence, sampling sufficiency, data collection and analysis, thinking theoretically, and theory development. Collectively, the strategies contributed to the trustworthiness of the research. Major Findings: The relevant and thick descriptions provided by the eight women postulated a coherent representation of the influences of social origins on the educational attainment of this select group. The findings of this study resulted in three over-arching themes which all had significance in explaining the educational attainment of the women. Cultural capital represented the first theme and all participants acknowledged their mothers were the most instrumental persons in their educational pursuits. The mothers served to lay the foundation by stressing the importance of education and encouraged the women to excel despite their economic disparity. The mothers’ beliefs about the importance of education were transferred to the women and, in turn, became a mantra for their individual pursuits of higher education. The concept of family and community support also emerged as part of this theme and represented a unique construct within Afro-centric families in the Bahamas. The socio-economic status of the participants was the second major theme and all participants acknowledged awareness of its effect on their status, though the recognition occurred at different times in their lives. More importantly, the associated disadvantages served as motivators to elevate them into a new class status and provided an impetus not only to improve their lives, but those of their families and communities. The cognitive abilities of the participants represented the third theme. All the women acknowledged they were intellectually capable of overcoming the circumstances of their socio-economic status with a higher education. Due to the women’s scholastic abilities most of them were able to receive a full or partial scholarship to pursue a higher education degree. Therefore, the greatest challenge was being able to balance finances with other responsibilities such as family. |
| 533 |
|
|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
| 535 |
1 |
|a Barry University Archives and Special Collections. |
| 650 |
0 |
|a Women |x Education (Higher). |
| 650 |
0 |
|a Women |x Education |x Bahamas. |
| 650 |
0 |
|a Low-income single mothers. |
| 830 |
0 |
|a Barry University Digital Collections. |
| 830 |
0 |
|a Theses and Dissertations. |
| 852 |
|
|a BUDC |c Theses and Dissertations |
| 856 |
40 |
|u http://sobekcmsrv.barrynet.barry.edu/AA00001385/00001 |y Click here for full text |
| 992 |
04 |
|a https:/budc.barry.edu/content/AA/00/00/13/85/00001/LC1756_B47 2011_BethelJenniferthm.jpg |
| 997 |
|
|a Theses and Dissertations |
