Date of Award
2025
Degree Name
Leadership Studies
College
College of Education and Professional Development
Type of Degree
Ed.D.
Document Type
Dissertation
First Advisor
Dr. Tammy Johnson
Second Advisor
Dr. Teresa Eagle
Third Advisor
Dr. Feon Smith
Abstract
In higher education, a growing interest exists in fostering partnerships between institutions and community-based programs to enhance the lives of individuals. These initiatives have encompassed a variety of programs, including life skills development and civic engagement opportunities facilitated by academic experts. Despite the plethora of educational prospects surrounding health, community engagement, and civic improvement, assessing the efficacy of adult learning in community settings remains challenging. Previous research has indicated inadequacies of conventional prenatal education programs in addressing the complex needs of expecting mothers.
This study centered on the adult learning experiences in the Maternal Infant Health Outreach Worker (MIHOW) program, designed to educate economically disadvantaged women in rural and medically underserved communities in West Virginia about healthy pregnancy practices and child-rearing. By examining the evolving landscape of the MIHOW program, particularly during the COVID-19 global pandemic, this research aimed to inform the development of effective community-based educational initiatives.
Understanding adult learning in community contexts holds profound implications for higher education institutions seeking to expand their outreach efforts. By adopting best practices informed by adult learning theories, universities can foster more effective partnerships with discernible educational outcomes. The MIHOW program’s use of peer education underscores the significance of informal learning environments in facilitating knowledge exchange among mothers. The purpose of this study was twofold: to explore mothers’ perceptions of the MIHOW program and their learning experiences and assess how the program has evolved since its inception, including the effects of the COVID-19 global pandemic.
Research questions focused on exploring mothers’ learning experiences, identifying barriers and facilitators to learning in the MIHOW program, examining programmatic changes over time, and assessing the COVID-19 global pandemic’s influence on program delivery. Through semistructured interviews and data analysis, this research aimed to enrich the understanding of adult learning in community-based education and contribute to the ongoing refinement of programs like MIHOW, thereby enhancing maternal and child health outcomes in underserved communities.
Subject(s)
Adult education.
Education, Higher.
Pregnancy -- Education.
Child rearing -- Education.
COVID-19 (Disease)
Poor -- Women -- West Virginia.
West Virginia.
Recommended Citation
Kerbawy, Kelli R., "“That’s where I learned to be a good mommy” understanding how adults learn in a home visitation, community-based partnership" (2025). Theses, Dissertations and Capstones. 1918.
https://mds.marshall.edu/etd/1918
