Date of Award

9-1-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

College

College of Education and Social Sciences

First Advisor

Anthony Setari

Second Advisor

Kayla Johnson

Third Advisor

Rachel Nieman

Abstract

This qualitative study explores the intricate relationship between intergenerational postsecondary education and economic mobility by focusing on the nuanced themes of environment and exposure, encouragement and expectation, and experience and equal opportunity. Drawing from the Cultural-Historical Activity Theory (CHAT), this research seeks to unravel the nuanced mechanisms through which familial and societal influences shape individuals' educational trajectories and economic outcomes across generations.

The study is conducted through an Interpretative Phenomenological Analysis (IPA) in which 10 participants provide meaningful insights of their interpretation of experiences in an eight open-ended question interview. Participants are postsecondary education graduates in the age range of 29-60 and are from various backgrounds and regions of the United States. This multiperspective approach allows triangulation and intersectionality across educational and economic backgrounds.

By synthesizing the findings across the themes, this study contributes to a deeper understanding of the complex interplay between intergenerational postsecondary education and economic mobility. Insights acquired from this research can inform policy interventions, institutional practices, and community initiatives aimed at promoting equitable access to education and enhancing socio-economic mobility for future generations.

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