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A study of single mothers' experience of persistence at a four-year public university.

机译：对四年制公立大学中单身母亲的坚持经历进行的研究。

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摘要

The overall purpose of this study was to uncover and describe the barriers that low-income, single mothers between the ages of 17-24 experience and the strategies they adopt in their efforts to persist through year one to year three of college at a four-year public university. Adult education scholarship has shed light on the obstacles to college enrollment and persistence for adult students. For example, Cross (1981) classified obstacles that have an impact on the persistence and retention of adult students under three categories: situational, institutional, and dispositional. Non-traditional age adult students are challenged by these barriers as they attempt to enroll and persist in college. Less well known is whether these barriers also pertain directly to single mothers who are traditional age students with adult responsibilities.;This study provided an examination of traditional age, first generation, low-income single mothers' persistence in college from entry to third year at a four-year public institution. In addition, the study examined multiple barriers and strategies concerning student's employment and residential status, relationships of students with parents, and academic/college preparedness. The qualitative inquiry method used in this study allowed for an examination of low-income first generation student and their persistence from year to year. Narrative analysis was utilized in this study to assist the researcher in creating a written detail of the phenomena of single parents' persistence towards college completion and to investigate and identify barriers and support systems identified by single-parent students The researcher employed a retelling of the struggles and strategies of the study participants as individual interviews were weaved together in the coding and discussion of the study.
机译：这项研究的总体目的是揭示并描述17至24岁之间的低收入单身母亲所遇到的障碍，以及他们为在四岁至四岁的大学中坚持到一年级至三年级所采取的策略。年公立大学。成人教育奖学金阐明了成年学生入学和坚持学习的障碍。例如，Cross（1981）将障碍对成年学生的持久性和留存率有影响，分为三类：情境性，机构性和性格倾向。非传统年龄的成年学生在尝试入学并继续上大学时会受到这些障碍的挑战。鲜为人知的是，这些障碍是否也直接与承担成年责任的传统年龄学生的单身母亲有关。本研究对传统年龄，第一代低收入单身母亲从入学到三年级的大学学习情况进行了研究。一个四年制的公共机构。此外，该研究还探讨了与学生的就业和居住状况，学生与父母的关系以及学业/大学准备情况有关的多种障碍和策略。本研究中使用的定性探究方法允许对低收入的第一代学生及其年复一年的持久性进行检查。在本研究中，采用叙事分析来帮助研究人员撰写有关单亲父母对大学结业的坚持现象的书面详细信息，并调查和确定单亲学生发现的障碍和支持系统。在研究的编码和讨论中将研究参与者的策略（个人访谈）结合在一起。

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  • 作者

    Hayes Nelson, Geraldine.;

  • 作者单位

    Kent State University.;

  • 授予单位 Kent State University.;
  • 学科 Education Sociology of.;Education Higher.;Education Adult and Continuing.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 174 p.
  • 总页数 174
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 社会学;成人教育、业余教育;高等教育;
  • 关键词

  • 入库时间 2022-08-17 11:38:29

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