dissertation proposal defense slideshow; phenomenology, qualitative
TRANSCRIPT
Walden UniversityCollege of Social and Behavioral Sciences
High Wire, No Net: Generational Poverty Emergence without Higher Education
Corey A. CaughertyProposal Oral Defense
September 1, 2015
Dr. Mary BoldCommittee Chairperson
Dr. Lilian ChenowethCommittee
Member© Copyright 2015, Corey A. Caugherty
A Word of Thanks
Chair: Dr. Mary Bold
2nd Committee Member: Dr. Lillian Chenoweth
URR: Dr. Tina Jaeckle
Program Director: Dr. William Barkley
Presentation Agenda
Introduction Background of Study Nature/Purpose of the
Study Research Design Research Question Conceptual Framework Assumptions
Limitations, Scope, & Delimitations
Overview of Literature Research Design Instrumentation Data Collection & Analysis Participant Rights Social Change
Introduction Researcher
Experience with Generational Poverty (GP) Experience with GP emergence through higher education
Background of the study Alternatives to poverty emergence Understanding some of the lived experiences of GP emergence
without higher education
Problem Statement
Children face numerous educational challenges when experiencing GP (Blanden & Gibbons, 2006; Blanden & Gregg, 2004; Ladd, 2012; Lee, Hill, & Hawkins, 2012; Noguera, 2011; Wrigley, 2012).
Without formal education beyond high school or obtaining a high school equivalency, how are individuals able to emerge from GP?
Nature of the StudyPurpose
This phenomenological qualitative study will center on the descriptions of participants’ experiences (Moustakas, 1994) as well as the
interpretations of the researcher (Smith, Flowers, & Larkin, 2009) in an attempt to understand as much as possible about GP emergence.
Research Design Multiple case studies
Narratological paradigm
Research QuestionHow do individuals born into generational
poverty that earn only a high school diploma or high school equivalency perceive their
emergence from generational poverty?
Conceptual Framework & Assumptions of the Study
Rutter’s theory of resilience Definition Contextual considerations The steeling effect Breaking negative chain reactions
Assumptions Correctly designated GP Participant honesty and worldview Participant similarities Researcher bracketing
Limitations & Scope/Delimitations Limitations
Complex process to assess Participants’ recall reliability Impact of genetic factors
Scope/Delimitations Small sample size Level of description Member checking Peer debriefing/external audit
Overview of the LiteratureTypes of poverty
Different types of poverty
Social aspects of poverty types
Theoretical framework of GP
Responses to poverty
Government programs
Education and GP emergence
Resilience and GP Emergence
Rutter’s (1995,1999,2006, 2011, 2012) theory of resilience
Understanding the “lived experience” of GP
Research Design & Instrumentation
This qualitative phenomenological study will be undertaken to examine the lived experiences of individuals who have emerged from GP without formal education beyond high school or obtaining a high school equivalency.
Data will be generated by researcher-created instruments: an initial screening survey and open-ended interview questions.
Data Collection and AnalysisInitial Screening Survey Instrument
Brief questionnaire designed to qualify volunteers
Qualified volunteers move on to interview stage
Open-ended Interview Questions
In-depth interviews Setting
collaboratively chosen
Audio recording Researcher’s
journal & field notes
Data Analysis
Interpretive Phenomenological Analysis (IPA)
Follow-up meetings
Member checking Peer debriefing
Participant Rights & Protections Clearly explained information about procedures and processes Contact information Consent form/Opt-out NIH certification Anonymity & confidentiality
Removal of identifying information Secure electronic/non-electronic data storage
Password protection Physically securing non-digital data
Social Change
Better understanding of the lived experience of GP emergence
Potentially informs further research
Potentially informs policymakers and
educators
Questions Regarding the Proposed Study?
References for Proposal Defense PresentationBlanden, J. & Gibbons, S. (2006).The persistence of poverty across generations. Bristol, UK: The Policy Press.
Blanden J.& Gregg, P. (2004). Family income and educational attainment: a review of approaches and evidence for Britain. Oxford Review of Economic Policy, (20)2, 245-263. doi: 10.1093/oxrep/grh014.
Ladd, H. F. (2012). Education and poverty: Confronting the evidence. Journal of Policy Analysis & Management, 31(2), 203-227. doi:10.1002/pam.21615.
Lee, J. O., Hill, K. G., & Hawkins, J. D. (2012). The role of educational aspirations and expectations in the discontinuity of intergenerational low-income status. Social work research, 36(2), 141-151. doi: 10.1093/swr/svs025.
Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage.Noguera, P. A. (2011). A broader and bolder approach uses education to break the cycle of poverty. Phi Delta Kappan, 93(3), 8-14.
Retrieved from JSTOR database, accession number: 67225136.Rutter, M., Champion, L., Quinton, D., Maughan, B., & Pickles, A. (1995). Understanding individual differences in environmental-risk
exposure. In P. Moen, G. R. Elder, K. Lüscher (Eds.), Examining lives in context: Perspectives on the ecology of human development (pp. 61-93). Washington, DC: American Psychological Association. doi:10.1037/10176-002. Retrieved from PSYCBooks.
Rutter, M. (1999). Resilience concepts and findings: implications for family therapy. Journal of Family Therapy, 21(2), 119. Retrieved from Academic Search Complete, EBSCOhost.
Rutter, M. (2006). Implications of resilience concepts for scientific understanding. Annals of the New York Academy of Sciences, 1094(1), 1-12. doi:10.1196/annals.1376.002.
Rutter, M. (2011) Resilience: Causal pathways and social ecology. In Ungar, M. (Ed.), The social ecology of resilience: A handbook of theory and practice (pp 33-42). New York: Springer.
Rutter, M. (2012). Resilience as a dynamic concept. Development and psychopathology, 24(2), 335. doi: 10.1017/S0954579412000028.Smith, J.A., Flowers, P. and Larkin, M. (2009). Interpretative Phenomenological Analysis: Theory, Method, and Research. London, UK:
Sage.Wrigley, T. (2012) Poverty and education in an age of hypocrisy. Education Review, 24(2), 90-98. Accession number: 87604207.