Sailing against the Wind: Voices of Kenyan Adult Women in U.S. Postsecondary Education and Sociocultural Contexts

Autor/in	Gatua, Mary Wairimu
Titel	Sailing against the Wind: Voices of Kenyan Adult Women in U.S. Postsecondary Education and Sociocultural Contexts
Quelle	In: Adult Learning, 25 (2014) 2, S.39-46 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1595
DOI	10.1177/1045159514522434
Schlagwörter	Adult Education; Immigrants; Postsecondary Education; Adult Students; Inquiry; Personal Narratives; Females; Cultural Context; Sociocultural Patterns; Identification; Family (Sociological Unit); Educational Attainment; Language Usage; Social Support Groups; African Culture; Blacks; Foreign Countries; Student Experience; Womens Education; Semi Structured Interviews; Kenya + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Immigrant; Immigrantin; Immigranten; Post-secondary education; Tertiäre Bildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Erlebniserzählung; Weibliches Geschlecht; Soziokulturelle Theorie; Identifikation; Identifizierung; Familie; Bildungsabschluss; Bildungsgut; Sprachgebrauch; Social support; Soziale Unterstützung; Africa; Culture; Afrika; Kultur; Black person; Schwarzer; Ausland; Studienerfahrung; 'Women''s education'; Frauenbildung; Kenia
Abstract	The purpose of this study was to explore the educational and sociocultural experiences of Kenyan women pursing higher education in the United States and how they negotiated their multiple identities. Using a sociocultural theoretical framework and narrative inquiry methodology, seven Kenyan immigrant women pursuing or who recently pursued advanced education at one land-grant public university in the United States were studied. Five significant and interrelated themes emerged including (a) negotiating two cultural contexts, (b) significance of strong support system; (c) impact of family educational backgrounds, (d) reentry to education in adulthood, and (e) dealing with linguistic issues. Implications for higher education, adult education, and diverse adult learners are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10