A Phenomenological Study: The Lived Experience of Teen Mothers Who Graduated From High School and Attended or Completed College

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Stroble, C. (2013). A Phenomenological Study: The Lived Experience of Teen Mothers Who Graduated From High School and Attended or Completed College. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

The purpose of this qualitative phenomenological study was to (1) explore the lived experience of teen mothers who graduated from high school and attended or completed college and (2) discover the school factors that contributed to their academic success. The goal was that in discovering the "essence" of participants' experience, findings might provide insight into how to increase the graduation rate for teen mothers. The research question that guided this study was the following: What is the lived experience of teen mothers who graduated from high school and attended or completed college, and what are the school factors that contributed to their academic success? The findings revealed that the participants experienced (1) a feeling of accomplishment, (2) a struggle balancing school and work with being the best mother, (3) difficulty paying for daycare in college, (4) a dilemma deciding whether to go to a local college or to go away, (5) feeling judged for being a teen mother, (6) a lot of support, and (7) some non-support. The findings regarding the structure of the participants' experience or how they graduated from high school and attended or completed college was (1) a supportive female family role model, (2) faith in God, (3) supportive school personnel (teachers, principal, school nurse), (4) teen parenting programs/classes that provided daycare assistance in high school and that extended through college, (5) their children (who motivated them), and (6) self-determination and/or wanting to redeem themselves. Based on these findings, there are implications for practice, research and public policy. One recommendation is that schools partner with community resources to offer parenting programs that provide assistance with daycare and that extend through completion of college.

Details
Author

Stroble, Christine

Title

A Phenomenological Study: The Lived Experience of Teen Mothers Who Graduated From High School and Attended or Completed College

Physical Description

1 online resource (124 pages) : PDF

Date

2013

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

The purpose of this qualitative phenomenological study was to (1) explore the lived experience of teen mothers who graduated from high school and attended or completed college and (2) discover the school factors that contributed to their academic success. The goal was that in discovering the "essence" of participants' experience, findings might provide insight into how to increase the graduation rate for teen mothers. The research question that guided this study was the following: What is the lived experience of teen mothers who graduated from high school and attended or completed college, and what are the school factors that contributed to their academic success? The findings revealed that the participants experienced (1) a feeling of accomplishment, (2) a struggle balancing school and work with being the best mother, (3) difficulty paying for daycare in college, (4) a dilemma deciding whether to go to a local college or to go away, (5) feeling judged for being a teen mother, (6) a lot of support, and (7) some non-support. The findings regarding the structure of the participants' experience or how they graduated from high school and attended or completed college was (1) a supportive female family role model, (2) faith in God, (3) supportive school personnel (teachers, principal, school nurse), (4) teen parenting programs/classes that provided daycare assistance in high school and that extended through college, (5) their children (who motivated them), and (6) self-determination and/or wanting to redeem themselves. Based on these findings, there are implications for practice, research and public policy. One recommendation is that schools partner with community resources to offer parenting programs that provide assistance with daycare and that extend through completion of college.

Genre

doctoral dissertations

Subjects--Topics

Education
Teachers--Training of
Education and state

Degree

Ph.D.

Keywords

Pregnant and Parenting Teens
Teen Mothers
Teen Pregnancy
Title IX
Urban Education

Subject Area

Curriculum & Instruction

Advisor(s)

Wiggan, Gregory

Committee Members

Starker, Tehia
Hancock, Stephen
O'Brien, Christopher

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2013.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Stroble_uncc_0694D_10464

Permalink

http://hdl.handle.net/20.500.13093/etd:4