|Published online: May 20, 2014||$US5.00|
Single welfare-reliant mothers are a unique disadvantaged student population that requires investigation to inform practices that enable their persistence in post-secondary education. The purpose of this qualitative study was to describe single welfare-reliant mothers’ identity development experiences that impacted career choice and decisions to access and persist in post-secondary education as sole providers. This study answered the question, "what was the essence of six single welfare-reliant mothers’ experiences in their life course from poverty to post-secondary education that influenced their perspectives as learners?" This study utilized a phenomenological methodology supported by a developmental life course framework and women’s identity development theory. The major findings identified (a) children as primary anchors, (b) exploration and commitment of possible future identities in identity development, and (c) identity markers that contributed to persistence in post-secondary education and career goals.
|Keywords:||Identity Development, Learner Diversity, Persistence|
International Journal of Learner Diversity and Identities, Volume 20, Issue 3, May 2014, pp.57-66. Article: Print (Spiral Bound). Published online: May 20, 2014 (Article: Electronic (PDF File; 394.765KB)).
Adjunct Faculty, Human Resource Management Program, University of Maryland University College-Europe, Ansbach, Bavaria, Germany
Professor, Education Administration and Human Resource Development, Texas A&M University, Bryan College Station, Texas, USA