Finally, all 15 participants were asked how they utilized the lessons learned. Majority reported using them personally as well as sharing with others so they can be encouraged. Many stated that primarily, they help others in a similar situation and offer guidance. Others stated, “To get through the struggles and also to help and encourage others.” “ You have to use the lessons well for yourself and others.” One participant
stated, “I learn from them. Use them to help others also.” “I draw on them daily to keep going, use them to strengthen others and myself.” Another participant stated,
I learn and find strength from all and use it to also encourage others. Tell them my story so they can see they are not alone and they too can overcome.
Other participants stated,
I am learning my lessons. I use them personally to remind myself that I can overcome whatever I am faced with and I use it to help others who are struggling or thinking of giving up and packing up and going back home.
To encourage others and myself, I also use them to avoid making the same mistakes again.
Finally, participant 14 stated, “They [lessons] stay with me. I cannot afford to repeat any mistakes it is too costly.” I learn from them and use them to motivate me to keep going. I can also use them to help and encourage others.
Issues With Trustworthiness
For qualitative studies, the issue of the trustworthiness of the study was addressed through the use of a second rater/reader. This individual coded all the interviews
alongside the researcher to establish inter-rater reliability (Creswell, 2009). There was also a member checking, where interviewees were presented with the results from the thematic analysis to verify concluding themes. Assertions regarding the experience of adult learners were based on the 15 respondents interviewed to solicit opinions regarding the resilience of adult learners and their experiences with postsecondary education.
Participants’ recruitment encompassed all postsecondary institutions and
this study would represent the diversity of the adult learners living in the Cayman Islands, and this reduces the probability that the study results would be affected by factors that are unique to one location or institution (Shenton, 2004).
Trustworthiness was also strengthened by the fact that none of the participants were coerced to take part in the interviews. Participation in the interviews was strictly on a voluntary basis, to ensure that only individuals who are genuinely willing to participate and freely offer their opinions were included in the data collection process (Shenton, 2004). Finally, all interviewees were encouraged to be as frank as possible, and reassured that their responses during the interview would not be used to reward or penalize. They were also reminded that there was no right answers to the questions, and that their honest responses would contribute to the validity of the conclusions of the study, and would therefore be highly appreciated.
Merging of Quantitative and Qualitative Data
With trustworthiness established, the quantitative and qualitative data was
merged. In order to merge the qualitative and quantitative data, themes were categorized into one or more of the resilience domains. These were listed and themes were counted for the number of times they were endorsed and totaled for each corresponding domain. The total number of themes endorsing each of the resilience domains was calculated as a percentage out of the total number of supporting themes. Means from the quantitative results did not vary greatly, with the two highest scoring domains also was the two most highly endorsed by all participants. Self-reliance had the highest mean within the total surveyed sample, and was also endorsed through themes 42 times. Authenticity had the second highest mean, and was endorsed 63 times. This suggests that both the self-
reliance and authenticity domains were represented similarly through qualitative and quantitative means. Lower numbers of endorsements for perseverance also corresponded with a lower average perseverance score within the sample. Endorsements of purpose and equanimity did not match perfectly with their corresponding psychometric scores. Participants seemed to endorse purpose or equanimity to a greater extent than the corresponding psychometric measures indicated. Table 8 presents measurements that were compared for the merging.
Table 8
Merging Between Extracted Themes and Resilience Domains
Qualitative Quantitative Domain n % M SD Resilience Purpose 42 21 30.03 4.18 Perseverance 21 10 30.25 3.79 Self-reliance 42 20 30.85 3.89 Equanimity 37 18 29.58 5.00 Authenticity 63 31 30.77 4.28 Total 205 100% Summary
The aim of the study was to verify resilience among immigrant adult learners and explore their experiences in postsecondary education. Over a period of 7 weeks,
immigrant adult learners completed the electronic survey and participated in face-to-face interviews. By completing the electronic survey, participants signified their consent to further participate in the interview. Participants were required to provide a response for several other questions that provided the demographic data and resilience scores.
Overall the findings of this study indicated that there is high resilience among immigrant adult learners and majority of the respondents were participating in post secondary education. Despite significant barriers encountered, which have made majority of the participants vulnerable, they have found recourses to remain resilience, and are participating in postsecondary education. The reasons for participation include: the love for knowledge and the desire or curiosity to know, reaching personal, social or relational goals, the desire to achieve career security, remain relevant and employable, keep abreast with others, and just to earn GED’s, degrees, complete external examinations, such as the Caribbean Examination Council (CXC) or ensure personal and professional development. Externally, support from friends and family members as well as guidance provided by mentors and teachers were of essence. Credit cards reduced the financial barriers encountered and behaviors such as self-discipline and delayed gratification also ensure the maintenance and continuance of immigrant adult learners postsecondary education participation. These findings were further confirmed by the qualitative data obtained.
Chapter 5 will review and interpret the research findings, discuss implications for social change, and provide recommendations, and conclusions.
Chapter 5: Discussion, Conclusions, and Recommendations