Support Systems and Women of the Diaspora

Autor/in	Ojo, Elizabeth D.
Titel	Support Systems and Women of the Diaspora
Quelle	In: New Directions for Adult and Continuing Education, (2009) 122, S.73-82 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-2891
DOI	10.1002/ace.336
Schlagwörter	Higher Education; Females; Immigrants; Adult Learning; Womens Education; Social Capital; Adult Education; Adult Students; Social Networks + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Weibliches Geschlecht; Immigrant; Immigrantin; Immigranten; Adulte education; Adult training; Erwachsenenbildung; 'Women''s education'; Frauenbildung; Sozialkapital; Adult; Adults; Education; Adult basic education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Social network; Soziales Netzwerk
Abstract	Humans are social beings endowed with intrinsic and extrinsic capabilities and a desire to seek and receive social support from one another. The extent to which this action takes place varies as people move farther away from their familiar environment to new locations. Many immigrant women have traveled far and wide in search of "better opportunities that were not readily available in the home country." Women migrants have a desire to improve their self-worth, gain economic freedom, and make contributions to society. As immigrant women work to achieve these goals, higher education becomes an important factor in that it is often viewed as their gateway to a better life in the new country. It is therefore imperative to understand the various elements built into the education system and in the wider society that either support or hinder acculturation and success among women of the Diaspora. This chapter articulates how African Diasporan women negotiate, claim social space, and acquire support systems in and out of the learning organization. Drawing from the literature and the personal experiences of the author, this chapter highlights the insider and outsider status of the immigrant adult learner and the challenges associated with forming relationships and networks with members of the various cultures. The author also explores how immigrant women have used networking to navigate their diverse educational paths, and offers recommendations for creating and enhancing support systems for immigrant women in higher education. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10