Examining the Value and Utilization of Earning an Online Degree for Women of Color
Brief Abstract
This narrative inquiry examined how women of color value earning and utilizing their bachelor’s degree and how they were supported in the online environment. The research explored how earning a bachelor’s degree contributed to their representation in higher education; career and personal goals attainment, and representation in the workplace.
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Additional Authors
Extended Abstract
Background and purpose: There is a continuing need to explore the resilience of students completing their degree online. As women continue to garner increased access to higher education, Women of Color in particular are motivated more than ever to seek higher education due to intrinsic and extrinsic reasons (Catalyst, 2021). A qualitative narrative inquiry examined how women of color value earning and utilizing their bachelor’s degree and how they were supported in the online environment. The research explored how earning a bachelor’s degree contributed to their representation in higher education; career and personal goals attainment, and representation in the workplace. Women of color are identified as women who are American Indian or Alaskan Native, Asian, Black or African American, Hispanic/Latino/ Other Spanish, Native Hawaiian, Pacific Islander, or identifying as two or more races. Each demographic group of women experiences its own set of challenges and accomplishments. Each demographic group of women presented their stories of challenge and how they overcame their adversities while in pursuit of obtaining their online degrees.
Research Focus:
What motivates Women of Color to seek a college degree?
What stereotypes associated with degreed Women of Color in higher education?
What is the representation of degreed Women of Color in higher education?
What is the representation of degreed Women of Color in the workplace?
What is the impact of intersectionality of race and gender on Women of Color in the workplace?
What support systems and strategies are utilized by Women of Color in the workplace and in online education?
What is the impact of degreed women of color in the community?
What is the perceived value of earning a degree by women of color?
Literature Review:
Women in general seek authentic opportunities to network with supervisors and mentors. They also attempt to pay it forward for the next generation of women in the workforce by setting standards of success and supporting those who are earning their degree. While the United States has undoubtedly achieved some social progressions since the suffrage movement in 1920, there is a need to continue efforts to develop stronger initiatives and policies that intentionally include Women of Color and promote diversity, equity and inclusion (American Council on Education, 2020). Recurring intrinsic and extrinsic motivators, diverse student support systems, and leadership engagement were key indicators for their success in the online arena. Narratives were developed based on data analysis and themes.
The literature review highlighted why women of color pursue their degree and why they chose an online degree program. Specifically, the authors focused on literature between 2015 and 2022. In doing so, the authors highlight current key research and theoretical perspectives from various disciplines relative to motivation and barriers for Women of Color. The literature review also examined the stereotypes and representation barriers acknowledged by women of color in higher education and in workplaces across America. The impact of intersectionality was addressed throughout the literature. The number of Women of Color in higher education has risen significantly over the last 50 years. While encouraging, Women of Color are still underrepresented in the managerial level workforce when compared to their societal representation. Women of Color are in fact over-represented in low-paying minimum wage jobs making up 7% of the total workforce but accounting for 12% of minimum wage earners (Lean In. org., 2019). Literature describing the support systems in online higher education and in the workplace was presented. Support of women of color earning their online degree varies by university, region, and individual workplaces. The researchers expounded upon the value and impact of women of color with degrees within communities of practice and their family units.
Women of Color are noticeably employed and promoted at a slower rate than other groups (Catalyst, 2021). This may be in part due to intersectionality. Intersectionality occurs when an individual falls into more than one under-represented group—in this case, the combination of being female and being Black, Latina, Hispanic or part of other identified groups. This intersection of gender and race brings with it a range of obstacles that may be more significant than those encountered by persons who fall solely into one category. To successfully navigate the unique obstacles women may encounter in the workplace, Women of Color would benefit from support services provided by colleges and universities as they transition from student to employee. Finally, the literature focused on the financial cost of earning an online degree for women of color.
Conceptual Framework: The emerging conceptual framework is based upon the elements of resistance, persistence, self-concepts, self-esteem, self-identity, self-value, motivation (intrinsic and extrinsic), inclusivity, diversity, belonging, and equity.
Methodology and Research Design: Through the qualitative narrative inquiry process, 32 participants completed a 30-minute qualitative face-to-face interview on Zoom wherein they illuminated their personal and professional lives and experiences either positively or otherwise. The participants responded to 10 open-ended semi-structured questions and follow-up questions.
Data analysis included transcribing the data, member checking for accuracy and validation, using Dedoose software for analyzing the data and applying deductive initial and line-by-line coding. Data were categorized and themes were determined. Findings were presented. Themes included motivation to pursue online higher education for a bachelor’s degree and beyond, enhancing the degree value, first generation role modeling, challenging stereotypes, career influences, the role of leadership and support systems, and community impact for the degree earners.
Keywords: Women of Color, Degree Value, Representation, Education, Intersectionality, Resilience, Persistence
References:
American Association of University Women (AAUW). (n.d.) Fast Facts: Women of color in higher ed. https://www.aauw.org/resources/article/fast-facts-woc-higher-ed/
American Council on Education. (2020). Race and ethnicity in higher education: 2020 Supplement. Association of American Colleges & Universities. https://devacerehe.wpengine.com/wp-content/uploads/2020/11/REHE-2020-final.pdf
Anthony, M. Jr., Nichols, A. H. & Pilar, W. D. (2021). A look at degree attainment among Hispanic women and men and how Covid-19 could deepen racial and gender divides. The Education Trust. https://edtrust.org/resource/a-look-at-degree-attainment-among-hispanic-women-and-men-and-how-covid-19-could-deepen-racial-and-gender-divides/
Catalyst, (2021, February 1). Women of Color in the United States. https://www.catalyst.org/research/women-of-color-in-the-united-states/
Hegewisch, A. & Tesfaselassie, A. (2019, September). The Gender Wage Gap: 2018; Earnings Differences by Gender, Race, and Ethnicity, IWPR #C484. https://iwpr.org/publications/annual-gender-wage-gap-2018/
LeanIn.org. (2019, October). Women in the workplace 2019: The state of Black women in corporate America. https://womenintheworkplace.com
Libassi, C. J. (2018, May 23). The neglected college race gap: Racial disparities among college completers. https://www.americanprogress.org/issues/education-postsecondary/reports/2018/05/23/451186/neglected-college-race-gap-racial-disparities-among-college-completers/