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Motherhood and the Pursuit of Higher Education: a Phenomenological Study of College Student Mothers Completing Online Bachelor’S Degree Programs

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Motherhood and the Pursuit of Higher Education: a Phenomenological Study of College Student Mothers Completing Online Bachelor’S Degree Programs MOTHERHOOD AND THE PURSUIT OF HIGHER EDUCATION: A PHENOMENOLOGICAL STUDY OF COLLEGE STUDENT MOTHERS COMPLETING ONLINE BACHELOR’S DEGREE PROGRAMS A dissertation submitted by Tanya M. Spilovoy to Benedictine University in partial fulfillment of the requirements for the degree of Doctor of Education in Higher Education and Organizational Change Lisle, Illinois August 2013 Copyright by Tanya Marie Spilovoy, 2014 All rights reserved ii ACKNOWLEDGEMENTS Ralph Waldo Emerson wrote, “Once you make a decision, the universe conspires to make it happen.” I believe that to be true. There were a billion tiny moments that brought me to the completion of this dissertation—the influences of the people who love me, decisions I’ve made, and the singular path presented by the universe: you will succeed. My mother, Gail Spilovoy, was the inspiration for the topic of my dissertation. She enrolled in college as a married and working mother when I was six and my sister, Jessica, was four. Her mother (my grandma) was unsupportive and thought that women should stay home, but her father (my grandpa) bought my mom new glasses, paid for her books and supplies, and paid her tuition. She was the first woman in her family to go to college. When Gail started college, she was not able to write a complete sentence, but she was determined not to fail. She cleaned office buildings at night and went to class and studied in the day. She earned straight A’s in her courses because she worked so hard. As a child, I knew that if I wanted to spend time with my mom, I could help her study for her tests. I can still remember sitting on her bed, reading her handwritten notes out loud so she could memorize. This is how I learned to read cursive. And years later during my first few years of college, I often knew the course material in my classes because I had already studied it as a child. I still remember the red dress she wore on her graduation day. I was so proud of her, and I felt like I was graduating too. Dakota and Ruby, my babies, were 3 years old and 2 months old when I began my doctorate. They do not remember a time when their mother wasn’t in college. Just as I iii watched my mother struggle and succeed, I saw my own journey mirrored in my children’s eyes. Their belief in me, along with the support of my husband Scott, my father Dan, my sister Jessica, and other friends and family, made it impossible to quit. There does not exist enough money or gratitude to repay Dr. Nancy Bentley, my dissertation committee director, for the time and energy she invested in me. I thank her for being there for me from the first faint line to the finishing defense. I didn’t want an easy win, and she did not disappoint; with grace and firm resolve, Nancy expected me to shatter all limitations and grow beyond impossible barriers. As Paulo Coelho wrote, “People never learn anything by being told, they have to find out for themselves.” I am grateful for my dissertation chair, Dr. Antonina Lukenchuk, for her unwavering commitment to my qualitative research, and to Dr. John Woods, my dissertation reader, for sharing his vision with me. I also want to thank Dr. Chand, director of the Ed. D. Higher Education and Organizational Change program, for encouraging me to be true to myself as I develop my leadership style, and also Lane Huber for mentoring my doctoral internship in distance education. All of these people believed in me during the times I struggled to believe in myself. Each one contributed their strengths to further my personal, professional, and academic success. Finally, I have to thank the amazing and inspiring women who participated in this study. Their willingness to share their experiences as mothers in online degree programs has helped create an important contribution to the scholarly literature. It is my hope that their stories will influence the success of many other women in the future. iv DEDICATIONS To my mother and first teacher, Gail Irene Bechtold Spilovoy, and to my children Dakota Sky Skaro and Ruby Song Cherie Skaro. May all of your wildest dreams come true. v TABLE OF CONTENTS LIST OF TABLES ........................................................................................................... viii ABSTRACT ....................................................................................................................... ix CHAPTER ONE: INTRODUCTION ................................................................................. 1 Statement of the Problem ............................................................................................. 2 Research Purpose and Questions ................................................................................. 3 Significance of the Study ............................................................................................. 3 CHAPTER TWO: REVIEW OF THE LITERATURE ...................................................... 8 Broadband and Access to Online Education ............................................................... 8 Continuous Growth of Online Learning .................................................................... 10 Disruptive Innovations ................................................................................... 12 Online Learning: Response to Economic Crisis and Legislative Activity ................ 16 Adult and Non-Traditional Students .......................................................................... 20 Women in Higher Education ..................................................................................... 23 Female Identity Theories ........................................................................................... 23 Josselson’s Theory ......................................................................................... 25 Sidel’s Theory ................................................................................................ 27 Motherhood and Educational Attainment .................................................................. 29 Women as Online Learners ....................................................................................... 32 Student Success and Retention in Distance Education .............................................. 35 The Importance of Family and Parental Involvement ........................................ 36 Student Involvement Theories ............................................................................ 37 Student Involvement Online ................................................................... 38 vi Motivational Course Design ................................................................... 39 Institutional Factors Affecting Online Student Success and Retention .. 40 Mattering Theory ........................................................................ 44 Validation Theory ....................................................................... 45 Personal Factors Affecting Student Success and Retention ................... 46 Online Learning and Theories of Self-Direction and Motivation ............................. 48 Self-Efficacy Theory .......................................................................................... 49 Self-Regulated Learning Theory ........................................................................ 51 Control-Value Theory of Achievement Emotions ............................................. 53 The Relationship between Emotions and Persistence in Online Courses .................. 54 Summary .................................................................................................................... 57 CHAPTER THREE: METHODOLOGY ......................................................................... 59 Positioning the Study within the Qualitative Research Paradigm ............................. 59 Research Design: Phenomenological Tradition ......................................................... 61 Phenomenology: Research Practice and Bracketing ................................................. 63 Data Collection Procedures ....................................................................................... 65 Selection of Participants ..................................................................................... 65 Data Sources ....................................................................................................... 67 Demographic Survey .......................................................................................... 67 Interviews ........................................................................................................... 67 Documents and Artifacts .................................................................................... 68 Field Notes .......................................................................................................... 69 Data Analysis ................................................................................................. 69 vii Criteria for Evaluation ........................................................................................ 70 Ethical Considerations and Researcher’s Self .................................................... 71 Conclusions ........................................................................................................ 74 CHAPTER FOUR: LIFE JOURNEYS OF ONLINE STUDENT MOTHERS ............... 75 A Life in Transition ................................................................................................... 75 Angela .......................................................................................................................
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