From Adverse Childhood Experiences to General Education Development: A Qualitative Phenomenological Case Study of Women and Their Journey through Adult Literacy and Educational Transformation

The purpose of this research was to develop an understanding of the shared lived experiences of women with ACEs who dropped out of high school, later returning to adult literacy programs to receive remedial education to prepare for and complete GED requirements, and explored the barriers they had to overcome to do so. The following research questions guided the inquiry in this study: How do ACEs affect a woman's decision to drop out of high school, and what research participants had to overcome in their personal lives to return to an adult literacy program to work on remedial education to prepare for their GED exam? What were the identifying factor(s) that caused women to drop out of high school? How do ACEs contribute to women dropping out of high school? What barriers did women have to overcome to return to an adult literacy program for remedial education to prepare for and complete their GED? This phenomenological study employed the use of semi-structured interviews with five women who have experienced one or more ACEs. This qualitative research was conducted through a snowball referral method with women across the United States representing educational experiences in ten states. Themes that emerged from the interviews include reasons for dropping out; going back to school; motivating factors; moving forward and resilience. The findings of the study highlight: abuse; lack of family support; financial constraint; classroom experience; challenges; feelings; self-awareness; support; the need for advancement; advice to peers; and awareness. Results of the PTGI indicate great personal growth. The results of this study centered on the individual lived experiences and provided insight into the perceptions of women. There are additional questions and possibilities for understanding a students' lived experiences of dropping out of high school, and the impact of ACEs. This study provides the opportunity for the expansion of the core elements for future studies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]