Women of Haitian descent living in the Dominican Republic experience oppression due to their gender, ethnicity, and economic status. They also exhibit high rates of participation in evangelical Christian communities, a paradoxical finding given the restricted roles women have traditionally played in these settings. The goals of this study were to explore the perceived benefits of participation in evangelical communities and the setting characteristics that lead to these benefits. The research team interviewed 19 current and former church participants aged 18–59. Thematic analysis revealed three perceived benefits of congregational life. Participants viewed their participation as: (a) an opportunity for personal growth and development; (b) protective against negative social influences; and (c) providing social support in the face of life challenges. In addition, dependable, expected, and reciprocal relational support was a key characteristic of evangelical communities. Findings extend the current understanding of how religious communities enhance well‐being for marginalized women through social support networks. Findings also explore the dialectical nature of settings as both empowering and disempowering. Implications for future interventions are discussed.

Dominican-born children of Haitian descent are frequently excluded from the public education system in the Dominican Republic. Barriers to participation include poverty, discriminatory government policies, and structural barriers within school settings. Females of Haitian descent face additional barriers due to gender discrimination. The current study used modified grounded theory to analyze qualitative interviews from 32 Dominican females of Haitian descent to explore factors that promote and impede educational resilience. Barriers to school participation included: the economics of school integration and persistence, poor cultural and learning climate within school, and limited structural supports for female students who want to pursue education while pregnant, or raising children. Factors described as promoting educational resilience included: successfully balancing work and study from an early age, having supportive social networks, and holding strong beliefs about the future value of education. Findings challenge and inform dominant discourses about factors that impede and support educational resilience.