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Perceived supports and barriers amon...

Stein, Ellen Betsy Adelman.

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Perceived supports and barriers among high-achieving women from low socioeconomic backgrounds: A consensual qualitative analysis.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Perceived supports and barriers among high-achieving women from low socioeconomic backgrounds: A consensual qualitative analysis./
Author:	Stein, Ellen Betsy Adelman.
Description:	207 p.
Notes:	Adviser: Eric C. Chen.
Contained By:	Dissertation Abstracts International68-03B.
Subject:	Education, Vocational. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3255064

Perceived supports and barriers among high-achieving women from low socioeconomic backgrounds: A consensual qualitative analysis.
Stein, Ellen Betsy Adelman.

Perceived supports and barriers among high-achieving women from low socioeconomic backgrounds: A consensual qualitative analysis. - 207 p.

Adviser: Eric C. Chen.

Thesis (Ph.D.)--Fordham University, 2007.

This study utilized a consensual qualitative approach (CQR) (Hill, Thompson, & Nutt-Williams, 1997; Hill et al., 2005) to identify themes pertaining to the role of supports and barriers in the lives of 18 high achieving women from low socioeconomic backgrounds. Participants ranged from 26 to 56 years old (M = 35.5, SD = 9.13). The data analysis yielded four domains: perceived supports, perceived barriers, relationship between supports and barriers, and factors influencing work-related decisions. Results suggested that the following supports and or barriers had a significant impact on the work and personal lives of these participants: interpersonal, intrapersonal, work, socioeconomic, sociocultural, gender-related, education, and chance supports and barriers. Participants unanimously reported that barriers ultimately lead to seeking and retaining supports or positive outcomes over time. Investigating and isolating factors that influenced the career paths of these accomplished women from low socioeconomic backgrounds resulted in several implications for helping women of similar backgrounds reach their goals by minimizing barriers and maximizing their utilization of supports in their work lives. Implications for theory, future research, and limitations are also discussed.Subjects--Topical Terms:

1017499
Education, Vocational.

Perceived supports and barriers among high-achieving women from low socioeconomic backgrounds: A consensual qualitative analysis.
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035 $a (UMI)AAI3255064
035 $a AAI3255064
040 $a UMI $c UMI
100 1 $a Stein, Ellen Betsy Adelman. $3 1265831
245 1 0 $a Perceived supports and barriers among high-achieving women from low socioeconomic backgrounds: A consensual qualitative analysis.
300 $a 207 p.
500 $a Adviser: Eric C. Chen.
500 $a Source: Dissertation Abstracts International, Volume: 68-03, Section: B, page: 1972.
502 $a Thesis (Ph.D.)--Fordham University, 2007.
520 $a This study utilized a consensual qualitative approach (CQR) (Hill, Thompson, & Nutt-Williams, 1997; Hill et al., 2005) to identify themes pertaining to the role of supports and barriers in the lives of 18 high achieving women from low socioeconomic backgrounds. Participants ranged from 26 to 56 years old (M = 35.5, SD = 9.13). The data analysis yielded four domains: perceived supports, perceived barriers, relationship between supports and barriers, and factors influencing work-related decisions. Results suggested that the following supports and or barriers had a significant impact on the work and personal lives of these participants: interpersonal, intrapersonal, work, socioeconomic, sociocultural, gender-related, education, and chance supports and barriers. Participants unanimously reported that barriers ultimately lead to seeking and retaining supports or positive outcomes over time. Investigating and isolating factors that influenced the career paths of these accomplished women from low socioeconomic backgrounds resulted in several implications for helping women of similar backgrounds reach their goals by minimizing barriers and maximizing their utilization of supports in their work lives. Implications for theory, future research, and limitations are also discussed.
590 $a School code: 0072.
650 4 $a Education, Vocational. $3 1017499
650 4 $a Psychology, Industrial. $3 520063
650 4 $a Women's Studies. $3 1017481
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690 $a 0747
710 2 $a Fordham University. $3 1020514
773 0 $t Dissertation Abstracts International $g 68-03B.
790 $a 0072
790 1 0 $a Chen, Eric C., $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3255064