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This book's most important goal is to explore styles of teaching and learning that can promote resiliency among women from disadvantaged backgrounds. These findings can be useful in affecting policy decisions as professionals begin the process of restructuring our educational system to meet the needs of a diverse student population. Higher education is now attempting to attract and encourage varied students and this book will provide educators with information not only about how to educate women from difficult backgrounds, but how women in this population have felt about their past, their success, and their schooling. The author provides insights into what disadvantaged women need and want from schools.
The author conducted in-depth interviews with 21 academically high achieving women who were also disadvantaged as children, having faced multiple risk factors. Qualitative measures were used to explore how our education system has either assisted these women in their achievement or set up barriers to their success. The interpretations, however, go beyond simply listing what was good and bad in these women's education experiences. The results suggest patterns in their psychology and in the traditional social structures that discourage learning among certain populations. The author discusses the sociological and psychological barriers to education (especially higher education) for women who have experienced disadvantages.
List of contents
Introduction
Descriptions of the Participants
Personalities of Resilient Women
Relationship with Disadvantage
Teachers
Mentors
Positive Aspects of Schooling
Negative Aspects of Schooling
Achievement and Development Patterns
Family and Community Influences
Why Do Some Women Succeed?
Transforming Education
Appendix A: Demographics
Appendix B: Data Collection Methods
Appendix C: Research Tables
Appendix D: Feedback Questionnaire and Participants' Comments
References
Index
About the author
PAMELA LePAGE-LEES is an Assistant Professor in a School-Based Master's Program for teachers at the Institute for Educational Transformation (IET) at the George Mason University. Prior to that, she served as a Visiting Assistant Professor at The George Washington University in Washington D.C. She has also taught in the Education Departments at San Diego State University and San Fransicso State University. Her research focuses on understanding the special learning needs of women, nontraditional college students, and teachers.
Summary
The author provides insights into what disadvantaged women need and want from schools. The author conducted in-depth interviews with 21 academically high achieving women who were also disadvantaged as children, having faced multiple risk factors.
