Date
8-6-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Mary Cathrine Strickland
Keywords
culturally responsive teacher, deficit thinking, Every Student Succeeds, fixed mindset, food deserts, growth mindset, No Child Left Behind
Disciplines
Educational Leadership
Recommended Citation
Bolton, Hermalinda Brown, "Growth Mindset Moving from Poverty to Success: A Phenomenological Study Examining the Lived Experiences of Adults Raised in Poverty" (2025). Doctoral Dissertations and Projects. 7284.
https://digitalcommons.liberty.edu/doctoral/7284
Abstract
The purpose of this hermeneutic phenomenological study was to understand the lived experiences of overcoming the stigma associated with childhood poverty to become academically successful for adults in the Southwest region of the United States. This study attempted to answer the question: What are the lived experiences of academically successful adults who have overcome the stigma of childhood poverty in the Southwest region of the United States? The participants were recruited through a social media platform, and 10 individuals participated in the research. The theory guiding this study was Carol Dweck's growth mindset theory. The growth mindset theory explains how students have either a fixed or a growth mindset, and those with a growth mindset can face challenges appropriately. Data collection methods included surveys, interviews, journaling, and a focus group. Saldaña's six steps were utilized to code and analyze the data. These steps include collecting, organizing, prioritizing, analyzing, categorizing, and interrelating data. The themes derived from the data collection included: (a) growing up poor, which included sub-themes parents, lack of basic needs, peer influence, and feelings of inadequacy, (b) positive mentors or role models, which formed sub-themes parents, teachers, and community leaders, (c) education, (d) positive mindset, and (e) faith in God. The data from this study revealed that high-quality mentoring programs could help change the trajectory of adults and children raised in poverty. Recommendations for future research include interviewing successful participants with no or limited college education and exploring successful mentoring programs in schools, churches, community centers, or businesses.
