Date
12-19-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Sharon B. Farrell
Keywords
African American, African American women, mental health, self-efficacy, secondary educators, post-secondary educators, strong Black woman, ethical considerations, mental illness, African American community, counseling, stigma, help-seeking behavior, African American women educators, educators, medical mistrust, physical health
Disciplines
Education | Law
Recommended Citation
Gordon, Sasha N., "Mental Illness in African American Women: A Transcendental Phenomenology on Self-Efficacy and the Treatment-Seeking Behavior of Secondary and Post-Secondary Educators" (2024). Doctoral Dissertations and Projects. 6407.
https://digitalcommons.liberty.edu/doctoral/6407
Abstract
This transcendental phenomenological research shows the influence of mental health treatment on the self-efficacy of African American women who are secondary or post-secondary educators in Northern Illinois. For African American women educators, taking care of their mental well-being and being aware of mental health conditions are crucial. Sharing personal stories and experiences can help reduce the stigma surrounding mental health. Promoting awareness and understanding of mental health issues are vital in our communities, and access to resources and support are necessary. Using self-identity theory can aid in comprehending motivations and behaviors, leading to greater satisfaction and fulfillment and the prioritization of the mental health and well-being of all African American women educators. Data were collected from individual interviews, responses to journal prompts, and focus group discussions. The analysis began with understanding the central research question: How do African-American women in secondary or post-secondary education describe the influence on their mental health and self-efficacy? Each data set was analyzed, involving meticulous coding to identify and categorize recurring themes. These themes were then subjected to further scrutiny to distill their core essence. The study revealed prominent themes, including the importance of social support systems, understanding treatment seeking results, and factors affecting self-efficacy. By identifying and comprehending these factors, African American women educators can devise strategies to effectively address mental health challenges, thereby leading to improved outcomes for themselves.
