Date of Award
Doctor of Philosophy
School of Education
Counseling Psychology, Ph.D.
Nancy J. Carbonell
Judith B. Fisher
Problem. The purpose of this study was to explore the factors that influence academic success among Haitian-American women.
Methodology. A survey research method was used in this study. A quantitative approach was taken when analyzing the data. For this study, 213 Haitian-American women with college degrees completed the Inventory of College Success for Haitian-American Women. One descriptive analysis was conducted and 10 hypotheses were tested by one-way ANOVA.
Results. This study examined 16 dependent variables and 10 independent variables with 10 hypotheses. The results indicated that Haitian-American women perceived self-motivation, financial assistance, accessibility to resources, self-perception, time management, spiritual life, family support, prior academic achievement, and affordability of college tuition to be the factors that contributed to their educational success. Knowledge of a second language was perceived as the factor that contributed the least to their educational success. The groups studied revealed more similarities in their responses on the factors than differences.
Conclusions. The objective of this study was to shed light on those factors that contributed to the success of Haitian-American women who pursued and obtained college degrees. Nine factors were identified as the key elements that contributed to the educational success of Haitian-American women. The nine factors are self-motivation, financial assistance, accessibility to resources, self-perception, time management, spiritual life, family support, prior academic achievement, and affordability of college tuition. The other factors were not identified as being important contributors to the success of Haitian-American women.
Haitian American women--Education, Haitian Americans--Education.
Louis, Magdana, "Factors That Contribute to the Educational Success of Haitian-American Women" (2009). Dissertations. 530.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.