Abstract
Purpose. The purpose of this study was to identify factors that previously disadvantaged, successful women perceived as important in fostering their resiliency, enabling them to rebound from adversity and lead successful lives while fulfilling personal and professional goals. This study described the perceptions of these women in regard to their family backgrounds, relationships, events and challenges, and personal qualities. Methodology. The researcher used descriptive research. The population consisted of the women enrolled in the University of La Verne's doctoral program in Organizational Leadership. An initial survey was sent to all of the women enrolled in the doctoral program. Women were identified for inclusion in this study if they met at least two of the following three criteria: (1) first-generation college graduates, (2) from working-class families that experienced financial challenges, and/or (3) experienced one or more types of familiar dysfunction or traumatic stress. All thirty-one of the women who met the criterion for this study were interviewed. Data were compiled into major themes for further analysis. The qualitative data were gathered to elicit descriptions of their perceptions of what had enabled them to overcome adversity and succeed in meeting their goals. Findings. This study found the subjective perceptions of women and described the factors that had enabled them to overcome adversity and succeed in meeting their goals. The following commonalities emerged from the study population: (1) had families who were significant supporters of their quests for education, (2) believed in a higher power, (3) had a sense of purpose in life, (4) had professors who served as mentors during their graduate school years, (5) had viewed obstacles as challenges, and (6) gave back to their communities and others. Conclusions and recommendations. Based upon the results of this study, further research should address educational mentoring and the impact that a professor has on the educational and career advancement of nontraditional students enrolled in doctoral programs. Additionally, women should study their history to better understand the ways in which gender affects their lives. Further research may explore what factors enable professors at universities to mentor and encourage women from previously disadvantaged, nontraditional backgrounds.