Abstract
This thesis examined the struggles of 10 Serbian immigrant women in their attempts to succeed in the American education system. This thesis examined issues pertinent to women, immigrants, and gender equity in homeland and the United States. This study addressed the following questions: “What are the struggles in achieving higher education for Serbian immigrant women?” and “What is it that educators need to know about Serbian women to make their educational experiences more fulfilling and successful?” Sources of Data The data used in this study was collected using both quantitative and qualitative methods of data collection. Quantitative data was collected using a Likert scale survey looking specifically at gender issues and comfort with the American education system. Findings were presented through percentages. Qualitative data was collected using open-ended questions and the interview method designed to look at v struggles Serbian immigrant women feel they are faced with while attempting to earn an education, and the struggles the same 10 women feel Serbian immigrant men are faced with when attempting to earn an education. The data were presented using a thematic approach. Conclusions Reached The findings in this study indicate two strong sub groups within this group of 10 Serbian immigrant women. One sub group was women with children who reported time and familial obligations as their primary obstacle to succeeding educationally. The other sub group was women without children who stated that English barrier was their main obstacle to succeeding educationally. Unexpected findings emerged from open-ended questions focusing on the 10 women’s thoughts on what keeps Serbian immigrant women and men from achieving their educational goals in the United States. Participants provided gender stereotypical answers. Participants felt that women don’t continue their education because they have to take care of the family, and they felt that men don’t continue their education because they have to provide for the family. These findings contradict findings from the interviews where women insisted that gender does not affect their lives or education.