- Author : Monique Wells-Lopez (Ed.D. candidate at the University of Hartford)
- Publisher :
- Release : 2018
- ISBN : 9781085595612
- Pages : 334 pages
Barriers Influencing the Persistence of Adult Black Female Undergraduates in Public Higher Education
Download or read book Barriers Influencing the Persistence of Adult Black Female Undergraduates in Public Higher Education written by Monique Wells-Lopez (Ed.D. candidate at the University of Hartford) and published by . This book was released on 2018 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt: While a growing number of adult Black females have enrolled in postsecondary institutions over the last decade their graduation rates remain low. The aim of this phenomenological research was to examine the challenges unique to adult Black women’s academic persistence. The study examined the intersectionality of race, gender, class and age and its impact on the situational barriers, intersecting identities and institutional barriers that impacted the persistence of adult Black female undergraduates seeking a higher education degree. Ten adult Black women age 25 and older who were enrolled in or recently graduated from a 4-year public institution in the State of Massachusetts participated in this study. The researcher merged Collins (1990) theory of intersectionality with Cross’ (1981) CAL model of adult learning to gain further insights into the experiences of adult Black female undergraduates. This study used a modified Van Kaam (1966) method of analysis by Moustakas (1994) to gain insights into the experiences of the participants. Findings from this study indicate that the participants experienced multiple barriers related to family, health, employment, and financial aid eligibility. Despite these challenges the adult Black female undergraduates found strategies to overcome these barriers and persist toward their educational goals. The implications from this study indicate the need to review financial aid policies to support adult student’s educational goals and increase support services for adult Black female undergraduates. Recommendations include increasing federal and state funding for affordable day care for low income families and creating a supportive environment for adult Black female undergraduates in higher education institutions. The study provides information to higher education institutional agents, policy makers, colleges and universities to assist them in modifying and developing practices and policies aimed at increasing the persistence and graduation rates of adult Black female undergraduates. Furthermore, this study contributes to the literature on adult Black female college persistence.