1. PHENOMENOLOGY OF TRANSFORMATION THROUGH PARTICIPATION
IN A GENERAL EDUCATION DEVELOPMENT PROGRAM
A Dissertation Defense
EDUC 990 Course
By Sherrie LeMay Mitchell

2. Purpose Statement
• The purpose of this phenomenological study was to describe
how young adults experienced transformation through
participation in a federally funded GED program located within
a small urban area in the southeastern region of Georgia. The
transformative learning theory (Mezirow, 2000) which involves
a paradigm shift of the participants was referred to throughout
this study. Transformation was defined by the processes and
outcomes of transformation experienced by the eight
participants in this study.

3. Participants
Participant identified as experinecing
transformation through the GED program
and included in study.
Participants
self-attested to
transformation
on survey.
Participants
referred by
GED program
staff who
witnessed
transformation.
Eight individuals who
experienced transformation
through the federally funded
GED program located within
a small urban area in the
southeastern region of
Georgia,
Identified as experiencing
transformation through third
party referrals and
volunteered to participate in
study,
Ages 18-22,
Documented barriers
(standards set by the funding
agency).
Figure 1: A graphical representation of participant selection process to identify
participants as experiencing phenomenon of transformation using a two stage filter
process to reduce researcher bias (Baker, 2012; Snyder, 2008).

4. Data Collection/Data Analysis
Data Collection
Using triangulation to acquire
rich, thick, in-depth
information, rigorous and
varied data collection
techniques will be
employed including:
• Interviews
• Focus group interview
• Documentation
Data Analysis
 Interviews were transcribed
verbatim by me.
 Coded primarily utilizing ATLAS ti,
• Meanings were distilled further
using the free imaginative
variation (Kleiman, 2004).
• Then displayed into textural and
structural themes (Moustakas,
1994).
• A composite of the textural and
structural descriptions were
synthesized to depict the essence
(Husserl, 1925/2011; Moustakas,
1994).

5. Saturation
• I determined that saturation was reached
when no new codes or information was
returned from the data during data analysis. I
also established that saturation was reached
when the coded data yielded information that
began to overlap, themes began to repeat,
and the findings became redundant (Mason,
2010).

6. Theme One: Transformation in Confidence
• Entering the GED program with hope, the
participants’ feelings of insecurity and
uncertainty transformed into believing that
everything is possible: Their confidence had
transformed by being motivated to believe in
themselves.
• Subthemes include: (a) self-confidence, (b)
confidence in accomplishing goals, (c) confidence
in future possibilities, and (d) confidence in
education and job abilities

7. Theme Two: Transformation into Autonomous Individuals
• The participants expressed a change in
autonomy (independence, making decisions,
being more responsible, and creating plans).
• Subthemes: Autonomy and Patience and
Time.

8. Theme Three: Perspective of the GED Changed
• The third textural theme was how the
participants viewed the GED credential and
the GED program. All of the participants
demonstrated a perspective shift in their
original thoughts concerning the GED.

9. Theme Four: The GED Program was the Best Option
• The participants came to the GED program with the
view that it was their best option and for some their
last option because of various dilemmas:
(a) kicked out of high school; (b) aged out of high
school; (c) other programs took too long to finish or
were not compatible; (d) incarcerated; (e) unable to
get back into high school; (f) withdrew from school
because of truancy issues; (g) unable to return to
regular school; and, (h) experiencing the job market
without a GED or high school diploma.

10. Theme Five:
Compared the GED School as More Positive Than High School
• The participants described the GED program
as more positive than their high school
experience.

11. Theme Six: Influence of Others to Transform
• The final structural theme that emerged was
how the participants’ transformations
involved the influence of others. Each
participant uniquely described how an outside
entity drove them towards transformation.

12. RQ1. How did young adults in a federally funded GED
program understand transformation?
Transformation
Happens
in Steps
Learned
Gradual
Helps
Big
change
Are
made
Domino
Effect
Become
Different
A Life
Turned
Around

13. RQ2. How did participants describe their experience of
transformation in a federally funded GED program?
• Compared the GED school as more positive
than their experiences in high school,
• The GED instructor forced them to function
autonomously, encouraged them, and
fostered their learning which in turn
transformed them in multiple domains.

14. RQ3. What transformation(s) were described
and perceived from the GED program?
• Confidence,
• Autonomy, (independence, understanding how to
balance life, self-management, responsibility),
• Reintegration back into being a student,
• Interpersonal skills,
• Patience,
• Perspective of GED credential and program, and
• Outlook on self and the world.

15. RQ4. What circumstances were involved with
the experience of transformation?
• GED was viewed as their best option.
• Their transformations were influenced by
others.

16. Transformative learning processes
and outcomes took place quickly;
the GED program was 20 days.
Comparisons between high school
experience and GED classroom
experience.
The participants were young adults
who did not come to the GED
program with many skills, but
experienced multiple
transformations quickly.
The GED program became the
shelter for the participants to
reintegrate back into learners and
to experience transformations.
Takeaways:

17. Comparisons the Participants Made Between Their High
School Experience and the GED Classroom Experience:
High School Experience
• Fighting between students,
• Arguing with teachers,
• Loud,
• Could not concentrate,
• Fell asleep,
• Bored,
• Did not pay attention,
• Had trouble learning,
• Skipped,
• Compulsory: Suspension/consequences when absent
or late,
• Had to change to different buildings for classes,
• Felt like teachers did not cared,
• Four years,
• Unnecessary subjects.
GED Classroom
Experience
• Home like atmosphere,
• Calm,
• Peaceful,
• Entire class was held in one classroom,
• Found the topics interesting,
• Paid attention,
• Gained patience,
• Able to learn from GED instructor,
• Non-differentiated; everyone was kept on the same
page.
• Did not miss class-enjoyed going,
• Non-compulsory, the students were informed that
they were grown: no consequence for missing class,
• Felt like teachers cared,
• 20 days,
• Real world topics,
• The basics (Math, ELA, Science, Social Studies).

18. Contribution to Transformative Learning Theory Literature
• Specific elements of transformative learning were
corroborated: e.g., Dirkx (2012) concept of self-
formation, Gunnlaugson’s (2007) idea of presencing [sic]
Taylor’s (2000) elements of confidence and increased
interpersonal skills.
• Self-articulations of their own transformations took place
(Fetherston & Kelly, 2007; Snyder, 2008).

19. Mezirow’s ten phases of transformative learning
Phase 1: Disorienting dilemma,
Phase 2: Self-examination,
Phase 3: Critical assessment of assumptions,
Phase 4: Recognition that one’s dissatisfaction and the process of
transformation are shared,
Phase 5: Exploration of options for new roles, relationships, and actions,
Phase 6: Planning a course of action,
Phase 7: Acquiring knowledge and skills for implementing one’s plans,
Phase 8: Trying new roles,
Phase 9: Building self-confidence and competence in new roles and
relationships,
Phase 10: Reintegrating into life dictated by new perspectives.

20. Empirical Literature Extensions
• I found an extension in the concept regarding
urban youth’s perception of the GED
(Schwartz, 2014).
• Improved family relationships, interpersonal
skills, self-esteem, and setting goals for future
aspirations (e.g. Illeris, 2014; Stevens-Long et
al., 2012).

21. Limitations
Validity
• Researcher as data analysis
instrument,
• Potential biases,
• Identification of
transformation,
• Limited by recollections of
the participants.
• Interviews: human
interaction.
Reliability
• The specific regionalism,
• The particular curriculum of
the GED program,
• The individuality of the
participants,
• The uniqueness of the GED
instructor, and
• The participant referral
process.

22. Recommendations for Future Research:
Qualitative
• Phenomenological study at a different GED program
site.
• Change the participant selection process in a future
phenomenological study.
• A case study would be helpful to provide an in-depth
description of an intact cohort of GED students, the
GED instructor, and the GED program.
• Focus on specific transformative outcomes that
emerged in the finding through this study.
• Design a future study to understand the differences
between high schools and GED programs as the
phenomenon to study.

23. Recommendations for Future Studies:
Quantitative
• A comparison could be made between GED
programs that vary in the length of time in a
future study.
• Research designed to compare correlations
between different aspects of GED programs that
lead to transformational experiences by looking
at different independent variables.
• Measure transformation quantitatively before
and after participation in GED program.
• Compare different GED teachers and measure for
significance.