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Emerging narratives of Native American, Asian American, and African American women in middle adulthood with an education doctorate degree.

机译：处于成年中期的具有教育博士学位的美洲原住民，亚裔美国人和非洲裔美国妇女的新兴叙事。

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摘要

The purpose of this qualitative narrative research study was to interpret the meaning found throughout the formal educational experience stories of Native American, Asian American, and African American women born after 1944, who had earned an education doctorate degree after 1976, and were working with adults in an educational capacity within the community. Utilizing the snowball technique, 14 participants from across the United States volunteered to collaborate with the researcher. The study's conceptual framework included adult learning principles and practices, Nussbaum's 'narrative imagination,' which were used to examine the women's motivation to participate in an education doctorate program as well as the barriers, the enhancers, and the application of the degree in the community.;Data collected included an in-depth, face-to-face interview, two reflective narrative guides, document analysis, and researcher journals and analytic memos. All data was coded and analyzed with Atlas-ti 5.0 software, and thematic analyses completed in order to triangulate the data.;Six major themes for motivation to participate were found: self-awareness through placement in the family, family and community expectation in importance of education, personal strengths and weaknesses, perceived differences in the classroom and mainstream society, and knowledge of motivation to pursue doctorate. Five barriers emerged: racism, gender, advisers, institutional changes and problems, and juggling multiple roles in limited time. Five main enhancers arose: family and community foundation, financial, friends, and others which motivated participation. The women applied their doctorates through leadership activities in community-based organizations such as role modeling, mentoring, and other scholarly activities which advocated "giving back culturally," which was the ultimate meaning or value of the degree; however, achievement and credibility were also valued. Finishing their goal of earning a doctorate degree was "only a step in the process." This study provided a space for rich descriptive storytelling about each woman's successful experience pursing and completing an education doctorate program. Adult learning discussion of the findings, contributions to the literature, and recommendations for graduate education and future research were included.
机译：这项定性叙事研究的目的是解释在1944年后出生的美国原住民，亚裔美国人和非裔美国人的正式教育经验故事中发现的含义，这些妇女在1976年之后获得教育博士学位，并且与成年人一起工作以社区内的教育能力。利用雪球技术，来自美国各地的14名参与者自愿与研究人员合作。这项研究的概念框架包括成人学习的原则和实践，努斯鲍姆的“叙事想象力”，这些知识被用来检验妇女参与教育博士学位课程的动机以及障碍，增强因素和学位​​在社区中的应用。收集的数据包括深入的面对面访谈，两个反思性的叙事指南，文档分析以及研究人员的期刊和分析性备忘录。所有数据都使用Atlas-ti 5.0软件进行了编码和分析，并完成了主题分析，以便对数据进行三角测量。；发现了参与动机的六个主要主题：通过在家庭中的地位自我意识，家庭和社区期望的重要性教育，个人优势和劣势，课堂和主流社会的感知差异以及对攻读博士学位的动机的了解。出现了五个障碍：种族主义，性别，顾问，机构变革和问题，以及在有限的时间内兼任多个角色。出现了五个主要的增强器：家庭和社区基金会，财务，朋友和其他促使参与的人。这些妇女通过在社区组织中的领导活动来运用博士学位，例如榜样，指导和其他倡导“回馈文化”的学术活动，这是该学位的最终含义或价值。但是，成就和信誉也受到重视。完成获得博士学位的目标只是“过程中的一步”。这项研究提供了一个丰富的描述故事的空间，该故事讲述了每个女性追求并完成教育博士学位课程的成功经验。包括对发现的成人学习讨论，对文献的贡献以及对研究生教育和未来研究的建议。

著录项

  • 作者

    Bamdas, Jo Ann Marie.;

  • 作者单位

    Florida Atlantic University.;

  • 授予单位 Florida Atlantic University.;
  • 学科 Black Studies.;Native American Studies.;Womens Studies.;Education Adult and Continuing.;Sociology Ethnic and Racial Studies.;Education Higher.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 384 p.
  • 总页数 384
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 人类学;社会学;成人教育、业余教育;民族学;高等教育;
  • 关键词

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