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Exploring the Spiritually Formative Experiences of Female Seminary Spouses: a Phenomenological Inquiry Benjamin Forrest Liberty University School of Education

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Exploring the Spiritually Formative Experiences of Female Seminary Spouses: a Phenomenological Inquiry Benjamin Forrest Liberty University School of Education EXPLORING THE SPIRITUALLY FORMATIVE EXPERIENCES OF FEMALE SEMINARY SPOUSES: A PHENOMENOLOGICAL INQUIRY by Benjamin Kelly Forrest Liberty University A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University June, 2013 EXPLORING THE SPIRITUALLY FORMATIVE EXPERIENCES OF FEMALE SEMINARY SPOUSES: A PHENOMENOLOGICAL INQUIRY By Benjamin Kelly Forrest A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University, Lynchburg, VA June, 2013 APPROVED BY: FRED A. MILACCI, D.Ed., Committee Chair JAMES L. ZABLOSKI, Ed.D., Committee Member JERRY W. POUNDS, Ed.D., Committee Member SCOTT B. WATSON, Ph.D., Associate Dean, Advanced Programs ii EXPLORING THE SPIRITUALLY FORMATIVE EXPERIENCES OF FEMALE SEMINARY SPOUSES: A PHENOMENOLOGY INQUIRY ABSTRACT The purpose of this paper is to present the findings of a qualitative research study exploring the spiritually formative experiences of nonstudent, female, seminary spouses whose student spouses are beyond the halfway point in their pursuit of an M.Div. at a large evangelical seminary in the eastern United States. Fifteen participants (twelve online nonstudent spouses and three residential nonstudent spouses) were purposefully sampled. The data, which was collected through questionnaires, in-depth interviews, and discussion forums, was analyzed using transcendental phenomenological analysis. Through this analysis it became apparent that seminary spouses did in fact experience spiritual formation through their husband’s education. Spouses experienced enhancements in their spiritual formation as well as detractors in their formation. Formation enhancements included relational, intellectual, and practical enhancements whereas detractors were not thematically segmented. Descriptors: Graduate education, seminary, spiritual formation, nonstudent spouse, female spouse, formative experiences, transcendental phenomenology, enhancements, detractors, spillover, crossover, Work/Family Enrichment, Work/Family Border Theory. iii DEDICATION To my daughter Reagan Adeline, my son Hudson Benjamin, and all those that may follow. My hope for your lives is the same hope that King David had for his children. Get wisdom; get insight; do not forget, and do not turn away from the words of my mouth. Do not forsake her, and she will keep you; love her, and she will guard you. The beginning of wisdom is this: Get wisdom, and whatever you get, get insight. Prize her highly, and she will exalt you; she will honor you if you embrace her. She will place on your head a graceful garland; she will bestow on you a beautiful crown. (Prov. 4:5-9, ESV) May the fear of the Lord, which is the beginning of this wisdom, be the foundation for your own spiritually transformative experiences! iv ACKNOWLEDGEMENTS I want to thank my wife Lerisa for all of her support throughout this degree. We met during the first semester of my program, and she has shared me with the mistress of graduate school for far too long. Your support and encouragement has meant everything to me. I am finally done and now I get to be a full-time husband! To my daughter Reagan and my son Hudson, thank you for allowing my focus to be distracted, may it quickly return to its proper place with the two of you. I want to thank the rest of my family as well. Dad, you were correct education has been a key to the door that has unlocked many opportunities. I thank you for your example on how to be a lifelong learner. Mom, thank you for wearing the hat of editor throughout my education. You have encouraged me and challenged me throughout it all and I am sincerely thankful for your support. To Will and Greg, thank you for challenging me to be a man, for your encouragement along the way of life, and for the blessing of being your brother! I also want to thank my many professors throughout my education (you know who you are) and specifically my committee members. Dr. Pounds your prayers were refreshing and encouraging in spite of the distance between us. Dr. Zabloski, you have made me a better writer and I appreciate your constant encouragement. Dr. Milacci you have turned a seminarian into a qualitative researcher, thank you! I am better for it! Lastly, I want to thank God who has blessed me with every spiritual blessing in the heavenly places, called me by His grace, and adopted me as a Son through Jesus Christ, according to the purpose of his will. May the good work that you began in me, be carried out until completion and may it be for your glory alone! Soli Deo Gloria v 1 TABLE OF CONTENTS ABSTRACT ....................................................................................................................... iii LIST OF TABLES .............................................................................................................. 3 CHAPTER 1: INTRODUCTION ....................................................................................... 4 Background ..................................................................................................................... 4 Situation to Self............................................................................................................... 6 Problem Statement .......................................................................................................... 6 Purpose Statement ........................................................................................................... 8 Research Questions ......................................................................................................... 8 Significance of the Study .............................................................................................. 10 Delimitations and Limitations ....................................................................................... 14 Research Plan ................................................................................................................ 16 Summary ....................................................................................................................... 17 CHAPTER 2: LITERATURE REVIEW .......................................................................... 18 Introduction ................................................................................................................... 18 Theoretical Framework ................................................................................................. 19 Spiritual Formation ....................................................................................................... 25 The Impact of Education on Relationships ................................................................... 39 Summary ....................................................................................................................... 44 CHAPTER 3: METHODOLOGY .................................................................................... 46 Introduction ................................................................................................................... 46 Phenomenological Research ......................................................................................... 46 Research Design............................................................................................................ 49 Researcher’s Role ......................................................................................................... 51 Setting ........................................................................................................................... 52 Participants .................................................................................................................... 53 Sampling Procedures .................................................................................................... 54 Data Collection Procedures ........................................................................................... 57 Data Analysis Procedures ............................................................................................. 61 Trustworthiness ............................................................................................................. 62 Ethical Issues ................................................................................................................ 65 Summary ....................................................................................................................... 67 CHAPTER 4: RESULTS .................................................................................................. 69 Introduction ................................................................................................................... 69 Participant Portraits ....................................................................................................... 69 Phenomenological Descriptions of Spiritually Formative Experiences ....................... 84 Theme One: Enhancers of Spiritual Formation ............................................................ 87 Theme Two: Detractors of Spiritual Formation .......................................................... 107 Summary of Findings .................................................................................................. 111 CHAPTER 5: DISCUSSION .......................................................................................... 113 Introduction ................................................................................................................
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