How female students attending college within a predominately patriarchal society succeed: an interpretative phenomenological analysis.

• Online Access: http://hdl.handle.net/2047/D20319846

This qualitative study investigated the experiences of traditional-age female college students who successfully navigated completion of a college degree program within a predominantly patriarchal society to identify effective interventions and increase completions. Semi-structured interviews were conducted with eight traditional-age females who began a college education and earned a bachelor's degree within six years. Transcripts were analyzed using Interpretative Phenomenological Analysis (IPA) to identify themes. The data yielded three findings: females within a predominately patriarchal society are motivated to persist and graduate if they reconcile religious beliefs and societal pressures with their educational goals, believe in their ability to succeed, and are socially and academically integrated into the institution. These findings were considered in reference to the extant literature and Deci and Ryan's (2000) Self-Determination Theory. In order to increase degree completion of female students attending college within a patriarchal society, findings suggest practitioners should increase awareness about the multifaceted value of higher education, create an environment which increases self-efficacy, and facilitate social and academic integration. Keywords: higher education, retention, completion, motivation, females