PHD Personal Statement Education Africa

Graduation day in Nigeria: A proud PhD graduate stands confidently with her diploma and thesis on "Advocacy for Change," while a group of peers and family celebrate in vibrant traditional attire under a banner celebrating transformative education.

I came to America from Nigeria with my family when I was eighteen, leaving behind a country struggling to end an apocalyptic civil war that cost over a million lives. I saw our government changing hands repeatedly through military coups. While many in Nigeria at the time saw emigration to another country to further oneself as being a sign of luxury and wealth, this was not the case with us. My parents, hard-working, honorable, wonderful people, were poor and illiterate, having never attended school. I resolved that their sacrifices for me would never be in vain. and I adopted their standards of how to conduct myself: disciplined, persistent, and relentlessly hardworking.

While in high school, I read The Power of Positive Thinking by Norman Vincent Peale. This book spoke to me and reading it was a defining moment. "You can, if you think you can" became my philosophy. To this day, I have lived this motto, never accepting or listening to others who tried to reign in my aspirations, never giving in to the naysayers. Whenever I can, I tell people they have no limitations except those they choose to impose upon themselves.

I worked for five years as an accounting administrative assistant before I concluded that this was not my calling in life. I had no passion for this type of work, and I wanted a profession that would offer me a chance to learn. No other profession provides greater opportunity for lifelong learning than teaching. Thus, I resolved to become an educator. My research interests include, but are not limited to, Urban Education in America, particularly the struggle to bridge gaps in educational achievement for minorities. I look forward to a lifetime of study into the way in which race, and related cultural issues, shape the distribution and success of educational systems and initiatives. My focus is primarily the American experience since Brown vs. the Board of Education over a half century ago from a socio-economic perspective. I seek to understand why and how, since the desegregation of schools in the United States, the achievement gap between the races has been a controversial issue.

Empowering Education: An influential female leader drives a seminar focused on nurturing future leaders in Nigeria, advocating for transformative educational change.

I am actively involved with them to tackle the educational achievement gap. What innovative solutions can be devised? One might argue that despite the bipartisan No Child Left Behind Act, the ongoing tax avoidance by America's largest corporations is limiting the federal government's capabilities. What level of spending would be required per student to close the achievement gap? Is it merely a financial issue? I am interested in exploring these complex questions.

Is the digital divide the key issue here? If a school system fails to provide the necessary information technology to its students, how can they compete nationally in this golden age of information? This suggests that the problem lies not with the teachers or students, but with the inadequate technology in school systems. The digital divide extends to library systems and even homes. A school offering online education tracking software for parents is beneficial, but how can a parent without a computer or Internet access use such a tool? Furthermore, a library system that charges for printouts poses a challenge for children or parents with limited financial resources. These are the types of issues that must be addressed and resolved for socioeconomically disadvantaged inner-city school children to succeed. We live in a society that advocates for equal opportunities. Students need to be given an equal chance at success.

I have long supported young adults, as they often face significant stigmas. However, I've realized that being a classroom teacher restricts my ability to advocate for them fully. I aspire to do more for teenagers and believe I can achieve greater impact by pursuing a course of study focused on administrative leadership and social justice in education for K-12 students and beyond. A doctoral degree in urban administration will provide me with the necessary tools to address fundamental issues in the American school system, tackling problems faced by many dedicated teachers in inner-city schools. With my extensive experience as an inner-city educator and a solid foundation in urban studies, this is a natural progression for me. My determination and mission will drive me to reach these goals, and a doctorate will enable me to work more effectively to enhance educational systems.

Spending ten years teaching teenagers in Los Angeles school districts has provided me with extensive cultural competency, allowing me to collaborate with educators from around the country and the world, each bringing unique heritages. Though I am originally from Nigeria, I identify as a Nigerian American and proudly represent my heritage. Moving to L.A. from Omaha, Nebraska, I have lived and worked in a city with a substantial African American and Hispanic population. As an educator, I recognize the importance of engaging not only with students but also with their parents, building relationships that are vital for my students' success. I have experienced a wide range of diverse cultural backgrounds. As a successful educator, I have mastered the basics, designing and planning daily lesson plans, selecting and using appropriate materials and teaching aids to effectively convey key concepts across various subjects. My goal has always been to provide clear explanations, continuously challenging myself to develop more creative educational approaches. I go beyond the call of duty for my students and readily acknowledge that some may require additional attention or tutoring.

I started my education by earning a bachelor's degree in biology, along with a minor in Chemistry, from the University of ____, which is known for its outstanding national reputation. During this time, I developed an interest in Urban Studies, influenced by experiencing the racial tensions of the 1970s. Notably, in 1976, Omaha initiated court-ordered integrated busing. I went on to complete a master's degree in urban studies at ____ University and subsequently moved to East Bay, California, where I embarked on my teaching career.

Thank you for considering my application to your esteemed program.

PHD Personal Statement Education Africa