The purpose of this study was to examine how personal, family, and school factors influence the ability of young women from low-socioeconomic backgrounds to attend university. This study used a phenomenological design to research and compare the experiences and perspectives of thirteen women from the same socioeconomic and geographic background who have persevered through college-preparatory coursework and successfully enrolled in university. Three research questions guided this study. What are the perspectives of low-SES first- and second-year college women regarding how personal attributes affected their perseverance in college-preparatory coursework and university attendance? What are these women’s perspectives regarding how family support affected their perseverance in college-preparatory coursework and university attendance? What are these women’s perspectives regarding how school programs and staff support affected their perseverance in college-preparatory coursework and university attendance?
The data for this study were collected mainly through in-person, semi-structured, in-depth interviews. The study found that women from low-socioeconomic backgrounds who attended university were able to do so through personal motivation, expectation to succeed academically, a determination to overcome obstacles, and support throughout the process.
|Advisor:||Roso, Calvin G.|
|Commitee:||Latham, Maureen, Bechler, Kent|
|School:||Azusa Pacific University|
|School Location:||United States -- California|
|Source:||DAI-A 81/12(E), Dissertation Abstracts International|
|Subjects:||Secondary education, School counseling, Educational leadership, Womens studies|
|Keywords:||Academic success, College, Family factors, Low-SES women, Personal factors, School factors|
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