Understanding Home Environments of Graduate Students Raised in Poverty

Abstract

This dissertation examined the home environments of graduate students raised in poverty. Present literature has demonstrated that there is a growing achievement gap experienced by students raised in poverty. However, students from poverty are still able to defeat the odds and succeed academically with advanced degrees. Research focusing on the home environments of students raised in poverty and their academic success through graduate school is limited.

To understand the home environments of academically successful students raised in poverty, nine graduate students who self-identified as being raised in poverty were participants in this study to examine their experiences that led to academic success. This study applied basic qualitative inquiry and utilized constructivist narrative analysis as a framework. Data collection methods included face-to-face and telephone interviews. Data transcriptions were coded and analyzed using the constant comparative method.

Two major themes emerged from the data: there was a broad support system available, and academics became an escape. All participants described factors that contributed to their academic success. The graduate students raised in poverty identified a broad support system inside and outside of the home. They also indicated that activities and routines were critical to their continued academic success.