A study of educational experiences and goal attainment among African American female graduate students.

摘要

The purpose of the qualitative, multi-case study was to explore a sample of purposively selected African American female graduate learners' education experiences as related to goal achievement. The theoretical lens of critical race theory coupled with self-directed learning theory, social learning theory, and critical reflection theory methods were applied, and guided the research which explored perceptions, issues of inequality, and empowerment. Data collection strategies including a demographic questionnaire, an open-ended interpretive interview, and observation notes on and with each participant were utilized. The participants' responses disclosed six major categories (themes): Motivation; Supports and Challenges; Relationships; Balance; Gender, Race, and Cultural Influences; and Loyalty. Analysis and interpretation of the participants' perceptions of supports and challenges, feelings of connection or isolation, and ability to adjust or adapt in the aforementioned categories determined the level of influence, if any, that life's events have on educational goal attainment. The study has the potential to improve the individual participant's self-awareness, self-perception, and world views; to improve institutional practices, policy, and planning; and to give an underrepresented subgroup a voice in the literature.