African American Women Returning to College - Research Paper Example

African American Women Returning to College’ Introduction The research is about African American women returning to college to pursue a higher education. There are many choices, challenges and triumphs that African American women face that reflects in the hurdles and stumbles that are sometimes made during the plight of a higher education. The purpose of this research survey was to explore challenges faced by African American women when return to college. Improving educational facilities for black may open new opportunities for the society as a whole to progress. In a previous, article by Sealey -Ruiz, Yolanda, "The Voices of Reentry Black Mothers, and their Daughters, "the findings showed how life socially changed for the Black woman and produced good management of the house unit and relationships. The daughters of African women have a significant impact on academic struggle (Sealy-Ruiz 2007). Reentry is a source of encouragement for next generation and its impact is important to be studied. To study the impact of re entry on the social life and experiences of the black women was the purpose of the study to improve family statuses and relationships of the society. A more skilled labor would be readily available in the market, increasing empowerment through educational availability. This one element will help break down the chains of oppression and discrimination of black women in society. The black women feel that this is their road to success and only education can free them and their generations to come from the oppressions of the society (Sealy-Ruiz 2007). The questions posed during the study were what is the impact of black women entry into the educational system? What is the impact of it on their lives and future generations to come? Literature Review Many well-known names such as Mary Jane Patterson and Anna Julia Cooper were discussed as a reference to the topic to depict previous incidents. Then the era of the late nineteen century has been discussed throwing light on the developments that were made for the education of black women. The black women go through a lot of challenges and difficulties in order to gain education. They are strong willed and courageous as they tend to manage their families along with completing their academic qualification. This motivation and dedication leads to improvement in the whole society and changes lives on a larger scale for generations. With the changing times, the population of black women and their motivation towards attaining education is increasing remarkably (Sealy-Ruiz 2007). The relationship between the black women opting for reentry in an academic institution is the only last hope in their life. Education seemed to bring along with it respect and progress in the society. Most of the dropouts from schools in the early years had various social reasons such as early pregnancies negligence from home, divorced parents, complicated relationships. Employment is an option available only after gaining the appropriate education leads to less unemployed females in the society. The additional burden of managing the system at home and studying in the classroom are both defined as challenging tasks and conflicts arise mainly due to the collusion of these two social systems (Sealy-Ruiz 2007). Methodology The purpose of this research was to get an insight and understanding on why African American women return to college. Exploring the different life experiences, which led Black women to return to college and become educated and economically structured in society. Qualitative and quantitative methods are employed in a cross sectional research design. The research design helped in identifying the part of the population that .was black. Qualitative research was highly important considering the nature of the techniques used during the research. The unit of analysis used for the research was six black wornen who had experiences similar to numerous black women in their struggle for education and the sample is highly appropriate as experiences help in decreasing the complexity of the research (Sealy-Ruiz 2007). The measures are valid, as detailed qualitative research has been carried out. Unstructured interviews were taken to check on the influence of education in women's lives. The sample of the research was taken from students going to the small, liberal arts college where age groups of students are 25 plus and snowball sampling was used to connect to the right source of the sample. The sample selected was between the age group of thirty-two, and fifty-four. Each also had a daughter of the late twenties age group (Sealy-Ruiz 2007). The sample was very effective in nature as it covered the age criteria well and helped in assessing the mother daughter relationship and educational impact (Sealy-Ruiz 2007). The sample size comprised of 25 college students and six black women interviewed in the study and since the study was a survey it cannot cover the perspective of the whole women of a black nation. The participants involved in this research were adults aged between 21 and 50 years. A survey was conducted among the participants who lived in the urban cities of Newark, Irvington, and East Orange New Jersey. The purposive sampling was used to select the participants basing on their African American women characteristics, as they return to college. The interview and observation research was done on participants at a mutual meeting place in Newark New Jersey. The open-ended survey question was used to get answers from the participants on the reasons why African American Woman returns to college. The interview questions used in the study was to identify the need of women going back to college, determine what motivates them to do so, identify the challenges the African Women face during the return to college and the impact of their re-entry. This questions would also' explore the different opportunities College has granted them. The qualitative data analysis it allowed the researcher to analyze the data in detail. Findings This research survey strove to explore challenges faced by African American women when return to college. In the quest to realize the objectives of the study the reasons why African American Woman returns to college, the need of women going back to college, determine what motivates them to do so, identify the challenges the African Women face during the return to college and the impact of their re-entry was assessed during the study. Cross tabulation was used to respond to the research questions using both descriptive and inferential statistics to determine the relationship between the reasons why African women return to college. Descriptive statistics include the use of frequencies, percentages as well as mean and standard deviation, while inferential statistics used include the independent sample t-test and chi square. Reasons why African Women returns to college During the study, the African women identify various reasons why they return to college as summarized in table 1. Most of the women 17(89.5%) identify that the need of resources drives them to return to college to have bargaining power in the changing economy. Majority of the respondents 15(78.9%) identify their return to college was attributed to match employment needs. Most of the women 14(73.7%) identify that their return to college was motivated by their children who had excelled through education. Majority of the women 13(68.4%) identify that they had returned to college due to demanding economy and because of the changing of jobs. From the interview, the African Woman returns to college as they get scholarships to help support through their job. Other women identified that they returned to college after they were laid off during the economic crisis and turn town in the USA. Other women had decided to return to college after achieving the family responsibilities. From the interviews it was identified how black women were stereotyped as being a welfare recipient who was uneducated and having babies out of wedlock in society. In addition, the image that has stigmatized and reflected upon black women has helped them to set goals in the future as a black woman. It will help to reach toward their goals as a valuable and productive citizen in life. It is up to the individual how one set the foundation to improve their life, regardless of race, creed, or color and the color does not have any aberrance on one's decision on improving their life in society. Our color does not have anything to do, it depends on how one thinks, the mind set and their decision and choices in life or how they want to, head their life. The decision and choices is up to the individual to bring about effective action or choices in life that can contribute towards positive results in the future. Stereotype and attitudes have even influenced employers to change their minds in hiring younger black women. Even in good jobs, due to the fact of the woman being uneducated and unskilled in the job market everybody needs a fair chance in life. Table 1 Reasons of African Women returns to college Cases Included Excluded Total N Percent N Percent N Percent Resources * return 17 89.5% 2 10.5% 19 100.0% Employment * return 15 78.9% 4 21.1% 19 100.0% Children * return 14 73.7% 5 26.3% 19 100.0% Economy * return 13 68.4% 6 31.6% 19 100.0% job change * return 13 68.4% 6 31.6% 19 100.0% The relationship between Age and Reasons for African woman returns to college. The relationship between age of return and the reasons why African Women returns to college were varied during the study as summarized in table 2. The women who were aged between 25 and 29 years identify that the reasons for African Women return to college were attributed to 25% resources, 46.4% due to employment needs, 51.1% caused by children needs, 42.2% due to a changing economy and 44% arise with changing of jobs. The women who were aged between 30 and 34 years identify that the reasons for African Women return to college were attributed to 23.4% need for resources, 16.1% due to employment needs, 24.4% caused by children needs, 24.2 % due to a changing economy and 28% due to change of jobs. The women who were aged between 40 and 44 years identify that the reasons for African Women return to college were attributed to 28.1% need for resources, 19.6% due to employment needs, 15.6 % caused by children needs, 15.2% due to the changing economy and 12% due to change of jobs. Table 2 The relationship between Age and Reasons for African woman return to college Age Reasons for African woman return to college Resources Employment Children Economy Job change 25-29 Mean 2.6667 4.3333 3.8333 2.3333 1.8333 Std. Deviation 1.03280 1.21106 1.47196 1.21106 .75277 % of Total Sum 25.0% 46.4% 51.1% 42.4% 44.0% 30-34 Mean 3.7500 3.0000 3.6667 2.6667 2.3333 Std. Deviation .95743 1.00000 2.30940 1.15470 2.30940 % of Total Sum 23.4% 16.1% 24.4% 24.2% 28.0% 35-39 Mean 5.0000 3.0000 2.0000 4.0000 1.0000 Std. Deviation % of Total Sum 7.8% 5.4% 4.4% 12.1% 4.0% 40-44 Mean 4.5000 3.6667 3.5000 2.5000 1.5000 Std. Deviation 1.00000 .57735 2.12132 2.12132 .70711 % of Total Sum 28.1% 19.6% 15.6% 15.2% 12.0% 50 and over Mean 5.0000 3.0000 1.0000 Std. Deviation % of Total Sum 7.8% 5.4% 2.2% less than 21 Mean 5.0000 4.0000 1.0000 2.0000 3.0000 Std. Deviation % of Total Sum 7.8% 7.1% 2.2% 6.1% 12.0% Range .00 .00 .00 .00 .00 Total Mean 3.7647 3.7333 3.2143 2.5385 1.9231 Std. Deviation 1.25147 1.03280 1.76193 1.19829 1.18754 % of Total Sum 100.0% 100.0% 100.0% 100.0% 100.0% The mean of the relationship between Age and African woman return to college was varied during the study as summarized in table 3. The normal return age with the highest mean occurred between 40 and 44 years with 35.7% of the women. This is followed by the age of between 25 and 29 as well as 30 and 34 years each with 21.4%. The findings showed that the relationship between the normal return of women and their age was not significant. Table 3 The mean of Age and African woman return to college Return age Mean N Std. Deviation Median % of Total Sum Range 25-29 1.0000 6 .00000 1.0000 21.4% .00 30-34 1.5000 4 .57735 1.5000 21.4% 1.00 35-39 1.5000 2 .70711 1.5000 10.7% 1.00 40-44 2.0000 5 .00000 2.0000 35.7% .00 50 and over 2.0000 1 2.0000 7.1% .00 less than 21 1.0000 1 1.0000 3.6% .00 Total 1.4737 19 .51299 1.0000 100.0% 1.00 The cross tabulation was used to determine the relationship between age and the reasons why African Women returns to college as shown in Table 4. The results showed that there was no significant relationship between age and the reasons why African Women returns to college X2 = (88.35), (75) p>0.05. This was an indication that there is no relationship between the age and the reasons for African Women return to college. Table 4 Chi-Square Tests on Age and African woman return to college Value df Asymp. Sig. (2-sided) Pearson Chi-Square 88.3509 75 .139 Likelihood Ratio 57.658 75 .932 Linear-by-Li near Association 3.362 1 .067 N of Valid Cases 19 96 cells (100.0%) have expected count less than 5. The minimum expected count is .05. The cross tabulation was used to determine the influence of age and the economic reasons why African Women returns to college as shown in Table 5. From the results 13 (68.4%) of the women identified the economic as the motivation factor on their return to college. Table 5 Age and economy of the Respondents Cases Yes No Total N Percent N Percent N Percent Age. normal * Economy 13 68.4% 6 31.6% 19 100.0% The comparison of the normal age of women and their economic reasons were varied between those who were below and above 35 years as shown in table 6. The women with less than 35 years comprised of 9(69.2%) and those with more than 35 years were 4(30.2%). The women with less than 35 years had 22.2% within the normal age in the 1st, 2nd, and 3rd dimension of the economy but had 33.3% on the fourth dimension to give and overall percentage of 100%. However, for those with more than 35 years the 1st and 4th dimension each had 25%, and the second had 50%. The percentage of within the economy for women with less than 35 years had an overall of 69.2%. Conversely, those with more than 35 years had 30.8% of the total reason for the women return to college. Table 6 Normal age and Economy Cross tabulation Economy 1.00 2.00 3.00 4.00 Total Age less than 35 Count 2 2 2 3 9 Expected Count 2.1 2.8 1.4 2.8 9.0 % within age. normal 22.2% 22.2% 22.2% 33.3% 100.0% % within Economy 66.7% 50.0% 100.0% 75.0% 69.2% % of Total 15.4% 15.4% 15.4% 23.1% 69.2% More than 35 Count 1 2 0 1 4 Expected Count .9 1.2 .6 1.2 .4.0 % within age. normal 25.0% 50.0% , .0% 25.0% 100.0% % within Economy 33.3% 50.0% 0% 25.0% 30.8% % of Total 7.7% 15.4% .0% 7.7% 30.8% Total Count 3 4 2 4 13 Expected Count 3.0 4.0 2.0 4.0 13.0 % within age. normal 23.1% 30.8% 15.4% 30.8% 100.0% % within Economy 100.0% 100.0% 100.0% 100.0% 100.0% % of Total 23.1% 30.8% 15.4% 30.8% 100.0% The cross tabulation was used to determine the relationship between age and the economic reasons why African Women returns to college as shown in Table 7. The results showed that there was no significant relationship between age and the economic reasons why African Women returns to college X2 = (1.66), (3) p>0.05. This was an indication that there is no relationship between the age and the economic reasons for African Women return to college. Table 7 Chi-Square Tests on relationship between Age and Economic Value df Asymp. Sig. (2-sided) Pearson Chi-Square 1.655s 3 .647 .Likelihood Ratio 2.185 3 .535 .Linear-by-Linear Association .335 1 .563 N of Valid Cases 13 a. 8 cells (100.0%) have expected count less than 5. The minimum expected T-test on relationship between the age and the economic reasons for African Women return to college An Independent Samples t-test was used in random assignment to groups. To determine if there was any difference between the two age groups, and whether it was statistically significant, t- test was calculated. The use of this method was attributed to the nature of the data since; it had one categorical independent variable. In addition, it also has a continuous dependent variable. The relationship between the age and the economic reasons for African Women return to college. To determine the age difference between the African women return to college the group statistics mean was used as shown in table 8. The findings showed that the mean difference of women with less than 35 years (2.67) was similar to that of more than 35 years (2.25) with respect to economic factor. From the study, it showed that the mean of less than 35 years similar to that of more than 35 years. Table 8 Age and the Economic Reasons Group Statistics Std. Error .Age normal N Mean std. Deviation Mean Economy Less than 35 9 2.6667 1.22474 .40825 More than 35 4 2.2500 1.25831 .62915 The age variation of the women with respect to the economic factor was about the same. The mean scores for women less than 35 years (2.6, sd=1.22) did not vary much from those above 35 years (2.25, sd=1.26). The findings showed that there was no statistically significant difference between age variation in economic factor of women returning to college and the differences between age means are likely due to chance and are probably not due to the IV manipulation. The economic factor (p>0.001) indicates that there is no statistically significant difference in age variation as a motivating factor of women returning to college. From an independent-samples t-test conducted to compare age variation in women returning to college. The results confirmed that there was no significant difference in the scores for women age below and above 35 years, t (11) = .562 p =.585 (Table 9). These results suggest that there was no significant age variation in the economic reasons of African woman returning to college. Table 9 Age and the economic reasons Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means F Sig. t df Sig. (2-tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference Lower Upper Economy Equal variances assumed Equal variances not assumed .200 .664 .562 .556 11 5.681 .585 .600 .41667 .41667 .74153 .75000 -1.2154-1.4438 2.04877 2.27716 From the interview schedule returning to college, is that, when you are faced with so many demands and challenges, you can manage with the challenges notwithstanding. Even though we may meet many challenges, trying to get through school but you have to have the mind set. You must have the will to do this here because if you do not stick to your will easily give up. Sometimes we face different things through studying or through the workload that is on you, but if you just hang up you can meet the challenges. Discussion The art work images showed that education is the key to the success in life of African woman and these can be seen in the happiness they enjoy during their graduation after being awarded with a college certificate they have yearned for years. The art work reveals that as the African woman parade in the graduation with regalia and proud of being educated and honored with certification. From the art work it shows that the relationship between the black women opting for reentry in academic institution is the only last hope in their life and education seemed to bring along with it respect and progress in the society. Being educated has lead to most of African women become employed as an option available only after gaining the appropriate education. The happiness of African woman in the art work showed how they would be readily available in the market, increasing empowerment through educational availability. This is one element that will help break down the chains of oppression and discrimination of black women in the society. The black women feel that this is their road to success and only education can free them and their generations to come from the oppressions of the society. The findings from the interviews agrees with the art work as the stereotype and attitudes that exist against the African woman being educated have even influenced employers to change their minds in hiring younger black women in good jobs. From the art work the African woman must have a mindset and stay on the right track to achieve her goals for the future as black women, because education is the key that unlock the door to many opportunities. From the study most of the women 17(89.5%) identify that the need of resources drives them to return to college so as to have bargaining power in the changing economy. 15(78.9%) identify their return to college was attributed to match employment needs, with 14(73.7%) identify that their return to college was motivated by their children who had excelled through education and the majority of the women 13(68.4%) identify that they had returned to college due to demanding economy and because of the changing of jobs. The findings agree with (Sealy-Ruiz 2007), who argues that black women feel that this is their road to success and only education can free them and their generations to come from the oppressions of the society. The findings showed that the relationship between the normal return of women and their age was not significant. The results exuded no significant relationship between age and the reasons why African Women returns to college X2 = (88.35), (75) p>0.05. This was an indication that there is no relationship between age and the economic reasons for African Women return to college. These results suggest that there was no significant age variation in the economic reasons of African woman returning to college. The findings of the study agree with (Sealy-Ruiz 2007), who argues that black women have to undergo difficulties in order to gain education. They are strong willed and courageous as they tend to manage their families along with completing their academic qualification. This motivation and dedication leads to improvement in the whole society and changes lives on a larger scale for generations. With the changing times, the population of black women and their motivation towards attaining education is increasing remarkably. Life has many twists and turns, sometimes promotes and sometimes bring one to the level at which you thought you would never be at. Education in today's society, especially with the market of technology as it is has moved so fast. Children in today's society and a lot of parents today that are going back to school in their 30's, late 20's and in their 40's are not able to keep up with the academics are being taught in the schools today and African American women is already disadvantaged. Conclusion The African woman returning to college is faced by many challenges ranging from the family responsibilities to the employment tasks and they need a lot of encouragement and hope within themselves. The African woman can do it as black women but they need the will power and a lot of encouragement to achieve their goals. The African woman must have a mindset and stay on the right track to achieve and aim goals for the future as black women, because education is an impetus to many opportunities. Work Cited Yolanda, Singh. Rising Above Reality: The Voices of Reentry Black Mothers and their Daughters. The Journal of Negro Education. 76.2 (2007) 141-153. Read More