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AFTER the ADULT LEARNING CENTRE: Rural Women: Decisions and Transitions to Post-Secondary Education by Colleen E. Webb a Thesis

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AFTER the ADULT LEARNING CENTRE: Rural Women: Decisions and Transitions to Post-Secondary Education by Colleen E. Webb a Thesis AFTER THE ADULT LEARNING CENTRE: Rural women: decisions and transitions to Post-Secondary Education By Colleen E. Webb A Thesis submitted to the Faculty of Graduate Studies of The University of Manitoba In partial fulfillment of the requirements of the degree of MASTER OF EDUCATION Department of Educational Administration, Foundations and Psychology University of Manitoba Winnipeg, Manitoba Copyright ©2017 by Colleen Webb Dedication I write for those women who do not speak, for those who do not have a voice because they were so terrified, because we are taught to respect fear more than ourselves. We've been taught that silence would save us, but it won't. Audre Lorde ii Acknowledgements Firstly, I would like to thank Dr. Marlene Atleo, my advisor, for guiding, supporting, and mentoring me through the research study process. Thank you also to Dr. Karen Duncan and Dr. Dawn Wallin for being part of my thesis committee and for providing invaluable feedback and constant positive support. I would also like to acknowledge my colleague, Amy De Jaeger, for tirelessly providing feedback and moral support throughout the thesis writing process. I am also deeply indebted to the six women who participated in this study and who gave so generously of their time. Finally, a special thanks to my husband and family who so patiently supported me throughout this process. I could not have done it without you. iii Abstract Adult Learning Centres (ALC) provide opportunities for rural women to complete a high school education and pursue career opportunities that may not have been available to them otherwise. The ALC is the first step towards pursuing post-secondary education (PSE) for many women. The goal of this study was to investigate the process by which rural women decide to pursue PSE, once they have completed their studies at an ALC. A series of semi-structured interviews and journal entries, situated within a case study model, were used to capture the decision- making experience of six rural women (3 who pursued PSE and 3 who did not). Narrative analysis with a feminist lens was used to analyze the data, capture participant voices, and enable the women to “speak for themselves”. Many stories indicated that the patriarchal society that permeates many rural communities played a significant role in whether or not women decided pursue a PSE. Issues related to family and community life, rural gender roles, values attributed to rural gender roles, and supports offered by ALCs were also important. Taken together the results highlight these rural women’s complex decision-making processes when considering educational decisions. This study lends evidence for the unique attributes of women as learners, when considering adult learning theory, and has the capacity to inform those working with rural women at the ALC. Keywords: adult learning, rural women, transformative learning, patriarchy iv Table of Contents Abstract .......................................................................................................................................... iv Table of Contents ............................................................................................................................ v Table of Tables ............................................................................................................................ viii Table of Figures ............................................................................................................................. ix CHAPTER I: Introduction .............................................................................................................. 1 Pilot Study and Entry Questions for the Research .............................................................. 2 Situating Myself .................................................................................................................. 6 Research Questions and Purpose ........................................................................................ 9 Chapter Summary ............................................................................................................. 11 CHAPTER II Literature Review .................................................................................................. 14 Historical Overview of the Education of Rural Women in Canada.................................. 14 Rurality and What It Means to be a Rural Woman ........................................................... 23 Feminism........................................................................................................................... 32 Adult Learning Theory ..................................................................................................... 37 Women as Learners........................................................................................................... 43 Chapter Summary ............................................................................................................. 50 CHAPTER III Methodology....................................................................................................... 52 Research Methodology ..................................................................................................... 52 The Feminist Lens............................................................................................................. 52 Research Design................................................................................................................ 55 Site Selection and Description .......................................................................................... 57 v Participants and Recruitment ............................................................................................ 58 Tools ................................................................................................................................. 60 Data Collection ................................................................................................................. 60 Data Analysis .................................................................................................................... 63 Introduction to Participants ............................................................................................... 64 Limitations ........................................................................................................................ 66 Delimitations ..................................................................................................................... 67 Chapter Summary ............................................................................................................. 68 CHAPTER IV Restoried Accounts .............................................................................................. 69 Alison ................................................................................................................................ 70 Brenda ............................................................................................................................... 78 Carol .................................................................................................................................. 87 Diane ................................................................................................................................. 93 Esther ................................................................................................................................ 98 Fern ................................................................................................................................. 102 Chapter Summary ........................................................................................................... 107 CHAPTER V Findings and Thematic Analysis ......................................................................... 108 Findings Related to Barriers, Transitions, and Supports ................................................ 109 Attitudes, Values and Beliefs Related to Gender and Education.................................... 117 Existing Resources and Potential Opportunities: Specific Barriers ................................ 122 Conclusion ...................................................................................................................... 126 Chapter Summary ........................................................................................................... 128 CHAPTER VI Discussion and Conclusion ................................................................................ 130 vi Summary of Findings ...................................................................................................... 130 Findings Related to Rurality ........................................................................................... 130 Findings Related to Adult Learning Theory ................................................................... 134 The Feminist Lens........................................................................................................... 152 Recommendations for Future Study ............................................................................... 158 Conclusion ...................................................................................................................... 160 References................................................................................................................................... 165 Appendix A (1) ..........................................................................................................................
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