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Students with Limited Or Interrupted Formal Education (SLIFE): the an Rrative of SLIFE Women in Minnesota and Their Uturf E Melanie Keillor University of St

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Students with Limited Or Interrupted Formal Education (SLIFE): the an Rrative of SLIFE Women in Minnesota and Their Uturf E Melanie Keillor University of St University of St. Thomas, Minnesota UST Research Online Education Doctoral Dissertations in Leadership School of Education 2018 Students with Limited or Interrupted Formal Education (SLIFE): The aN rrative of SLIFE Women in Minnesota and Their uturF e Melanie Keillor University of St. Thomas, Minnesota, [email protected] Follow this and additional works at: https://ir.stthomas.edu/caps_ed_lead_docdiss Part of the Education Commons Recommended Citation Keillor, Melanie, "Students with Limited or Interrupted Formal Education (SLIFE): The aN rrative of SLIFE Women in Minnesota and Their uturF e" (2018). Education Doctoral Dissertations in Leadership. 114. https://ir.stthomas.edu/caps_ed_lead_docdiss/114 This Dissertation is brought to you for free and open access by the School of Education at UST Research Online. It has been accepted for inclusion in Education Doctoral Dissertations in Leadership by an authorized administrator of UST Research Online. For more information, please contact [email protected]. Students with Limited or Interrupted Formal Education (SLIFE): The Narratives of SLIFE Women in Minnesota and Their Future A DISSERTATION PROPOSAL SUBMITTED TO THE FACULTY OF THE COLLEGE OF EDUCATION, LEADERSHIP AND COUNSELING OF THE UNIVERSITY OF ST. THOMAS ST. PAUL, MINNESOTA By Melanie Bocken Keillor IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION 2018 ii iii ABSTRACT Using narrative inquiry within the qualitative research tradition, a study of eight students with limited or interrupted education (SLIFE) women and eight teachers was conducted to examine how traumatic experiences and cultural shock affected the educational access, achievement and future goals of SLIFE women. The study revealed SLIFE women experienced various forms of trauma, including violence and extreme poverty. Trauma affected their mental health, efforts to settle in the U.S., their educational achievement, and future goals. Grief and loss accompanied them on their journey. Entry and settlement in the United States also posed new challenges due to language differences and cultural shock. Another large concern involved the substantial differences in the SLIFE women’s educational background as compared to their U.S. peers. The teachers of SLIFE women recognized the educational system was unprepared to meet SLIFE women’s needs. Kim (2001) identified a three-step process with regard to cultural shock, including stress, adaptation, and renewal. All eight participants experienced challenges due to language barriers and a lack of meaningful opportunities for integration and intercultural change. Freire’s (1984, 2000) humanizing pedagogy was used to analyze how to support the needs of SLIFE women in a participatory and organized way. This included developing the whole person, while using dialogue and problem-based learning to discuss perspectives and uncover oppression. Recommendations included the development of mental health services, mentorships, improvements in teaching preparation programs, and changes in educational programming for SLIFE women. Keywords: SLIFE, humanizing pedagogy, cross-cultural adaptation, trauma, immigrant education, refugee education, teacher preparation, ELL iv ACKNOWLEDGEMENTS My educational journey has provided me hours of reading, writing, and reflection, opportunities to study under academic experts, and relationships with fellow learners. Usually my enthusiasm for school drove me to continue my education. There were other times the road to my doctorate was long and difficult. I reached my destination because of the people who joined me on my journey. I intentionally chose a doctoral chair who would challenge and push to me strive for excellence. Gratitude and thanks go out to Dr. Noonan, my advisor and chair, for her unending support, honest feedback, and high expectations. Thanks also to my doctoral committee, Dr. Fish and Dr. Wharton-Beck, who examined my work with new perspectives and fresh ideas. Like Plato’s Allegory of the Cave, the faculty and students at the University of St. Thomas enlightened me to see beyond my own perspectives and understanding. I am grateful to my colleagues of cohort 27. Together we started our journey, challenging each other, laughing together, and learning about the world around us and ourselves. Keep leading. Thanks to my editor, her work saved my sanity. To my dear friend, Lindsay, who encouraged me emotionally when I was discouraged, and academically through countless hours of reading, editing, and brainstorming multiple drafts of this study. Special thanks to Annie, Nancy, Jenn, Latonya, Greg, book club, and countless friends who supported me throughout the years on my educational journey. Thank you especially to the SLIFE women who shared their stories, traumas, experiences, and hopes. Their willingness to share leaves me amazed by their determination and resiliency. The United States is so lucky to have you. Thank you to the Washington teachers who were willing to be vulnerable as they shared the struggles of teaching SLIFE women and v ideas for improvement. Thank you to all teachers working hard to meet the needs of every one of their students. Finally, thank you to my family. Each of you played a role in my educational journey. Your patience, editing, extra help with daily work, and belief in me is what kept me going when this adventure seemed insurmountable. I hope the stories of these women inspires you as much as you inspired me. You can do anything. She believed she could and she did. vi TABLE OF CONTENTS ABSTRACT ................................................................................................................................................. iii ACKNOWLEDGEMENTS ......................................................................................................................... iv TABLE OF CONTENTS ............................................................................................................................. vi TABLE OF FIGURES ................................................................................................................................. xi CHAPTER ONE: STUDENTS WITH LIMITED OR INTERRUPTED FORMAL EDUCATION (SLIFE): THE NARRATIVE OF SLIFE WOMEN IN MINNESOTA AND THEIR FUTURE................. 1 Statement of the Problem, Purpose and Significance ..................................................................... 3 Research Questions ................................................................................................................... 5 Overview of Chapters ................................................................................................................ 5 Definition of Terms ................................................................................................................... 6 CHAPTER TWO: REVIEW OF THE LITERATURE ................................................................................ 8 Immigrants and Refugees ........................................................................................................... 9 ELL Programs and Services ......................................................................................................16 Obstacles for ELL ................................................................................................................16 ELL Supports.......................................................................................................................19 Academic Needs of SLIFE ........................................................................................................21 Challenges ...........................................................................................................................22 SLIFE Educational Needs ......................................................................................................25 Adapting to Cultural Differences ...............................................................................................28 Gender ................................................................................................................................29 Losing Culture .....................................................................................................................32 Lack of Career and Employment Opportunities ...........................................................................34 Theoretical Framework .............................................................................................................36 Kim’s Cultural Theory of Adaptation ......................................................................................37 Paulo Freire’s Humanizing Pedagogy .....................................................................................40 Conclusion ..........................................................................................................................44 CHAPTER THREE: METHODOLOGY ................................................................................................... 45 Qualitative Research ................................................................................................................45 Narrative Inquiry .....................................................................................................................47 The Power of Story ...............................................................................................................48 vii Educator Benefits .................................................................................................................49
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