Rites of Passage Influence on Cultural Identity and Learning Among Emerging Black/African American Female Adults
Open Access
- Author:
- Mann-Mcfarlane, Sonya
- Graduate Program:
- Adult Education
- Degree:
- Doctor of Education
- Document Type:
- Dissertation
- Date of Defense:
- February 28, 2020
- Committee Members:
- Elizabeth Jean Tisdell, Dissertation Advisor/Co-Advisor
Elizabeth Jean Tisdell, Committee Chair/Co-Chair
Karin M Sprow-Forte, Committee Member
Peter Jones Kareithi, Outside Member
Felicia Lynne Brown-Haywood, Committee Member
Elizabeth Jean Tisdell, Program Head/Chair - Keywords:
- rites of passage
Black/African American
females
cultural identity development
learning
Black Motherhood
Orisa
Ifa
Yoruba
emerging adult - Abstract:
- The purpose of this qualitative research study was to examine how emerging Black/African American women, involved in rites of passage, experienced their rites phases of separation, liminality, and welcoming back, and the role these experiences assumed in forging positive cultural identity and development. In particular, the study focused on women involved in African-centered rites of passage as managed by the Ifa/Orisa tradition. This study was grounded in two theoretical frameworks related to adult learning: rites of passage and Black Feminism, as informed by Critical Race Feminism. The methodology of this study included 10 interview participants, chosen through purposeful criteria of having completed rites of passage, as supervised by a Yoruba Priestess and be between the ages of 18 to 25 at the time of the interview. In addition to the interviews, observations and artifacts provided ancillary sources of data. Data were analyzed using the constant comparative method. The findings of the study were grouped into five main areas: the orienting context highlighting the significance of female relationships; the separation phase (preparing for learning); the liminality phase (highlighting cultural learning); the welcoming back phase (celebrating learning); and their overall positive changed status. Overall, these findings revealed the role rites of passage assumed in advancing African-centered education, that bolstered concepts of Black Motherhood, Black female power, which served as positive influences on cultural identity development and learning. This study concludes with a discussion of the findings in light of the theoretical frameworks. It also discusses the limitations of this study and offers suggestions for further research, as well as implications for culturally responsive adult education theory and practice.