Journal Cover
Adult Education Quarterly
Journal Prestige (SJR): 0.566
Citation Impact (citeScore): 2
Number of Followers: 209  
 
Hybrid Journal Hybrid journal   * Containing 1 Open Access Open Access article(s) in this issue *
ISSN (Print) 0741-7136 - ISSN (Online) 1552-3047
Published by Sage Publications Homepage  [1087 journals]
  • Book Review: Red International and Black Caribbean: Communists in New York
           City, Mexico and the West Indies, 1919-1939, by Stevens, M.
    • Authors: Christopher Harris
      Abstract: Adult Education Quarterly, Ahead of Print.

      Citation: Adult Education Quarterly
      PubDate: 2019-11-15T06:17:18Z
      DOI: 10.1177/0741713619889045
       
  • “Living More Through Knowing More”: College Education in
           Prison Classrooms
    • Authors: Meghan Elizabeth Kallman
      Abstract: Adult Education Quarterly, Ahead of Print.
      A growing national focus on prison reform has led to a resurgence of interest in carceral education. However, and although college education prison is different from college education in the community, relatively little scholarship has explored why or how these variations exist, what they mean, or how they have changed over time. The present paper aims to help fill this gap, exploring the significance of this context for adult learning. I ask: how does the context of a prison shape classroom dynamics and student learning' In answering the question, I employ qualitative and ethnographic methods that focus on giving voice to the perspective of the student-inmates themselves. I find that the isolated and oppressive characteristics of the prison can, paradoxically, offer unique opportunities for learning and scholarly achievement among incarcerated students. The paper’s findings invite reflection about the types of educational strategies often employed in prisons, and provide baseline data on some important social dynamics within prison classrooms.
      Citation: Adult Education Quarterly
      PubDate: 2019-11-15T06:16:58Z
      DOI: 10.1177/0741713619889589
       
  • “This Is a Head, Hearts, and Hands Enterprise”: Adult Learning
           in Interfaith Dialogue
    • Authors: Elizabeth M. Pope
      Abstract: Adult Education Quarterly, Ahead of Print.
      The purpose of this study was to examine an interfaith dialogue group to understand how adults learn through such an environment. In this qualitative case study, I worked with a group of Jewish, Christian, and Muslim adults located in the southeastern United States. In investigating adult learning through interfaith dialogue, I found that members experience communicative, instrumental, relational, personal, and transformative learning. The findings from this study may help practitioners in both participating in and facilitating interfaith dialogue groups with the intent of learning about other religious traditions. It may also benefit scholars in providing an understanding of how these groups can be intentional learning environments.
      Citation: Adult Education Quarterly
      PubDate: 2019-11-13T05:26:37Z
      DOI: 10.1177/0741713619888632
       
  • The Effects of Social Characteristics of Jobs on the Cognitive Skills of
           Adults in the United States: A PIAAC Analysis
    • Authors: Tobin Lopes, Ellen Scully-Russ, Jill Zarestky, Joshua C. Collins
      Abstract: Adult Education Quarterly, Ahead of Print.
      There is contrary research around whether collaboration at work fosters individual learning and skill development. This study’s purpose was to examine the relationship between social characteristics of jobs on adults’ cognitive skills as measured by the Program for the International Assessment of Adult Competencies (PIAAC). For select industry sectors, we used a linear regression model to predict scores for PIAAC scales—literacy, numeracy, and problem solving in technology-rich environments—based on the independent variables gender, education level, frequency of workplace collaboration, and frequency of sharing work-related information. Results showed level of collaboration at work is negatively associated with PIAAC scores, contradicting current thinking on the role of social interactions in the workplace. We conclude there may be an overemphasis on the social characteristics in job design in some industries and workplaces, leaving little support and time for other activities known to support workplace learning, like management support and time for reflection.
      Citation: Adult Education Quarterly
      PubDate: 2019-11-04T05:09:07Z
      DOI: 10.1177/0741713619884567
       
  • Toward a Theory of Race, Change, and Antiracist Education
    • Authors: John D. Holst
      Abstract: Adult Education Quarterly, Ahead of Print.
      This article is an effort to build on academic theories of race and antiracist education. Using a Gramscian theoretical framework that emphasizes perspectives from organic intellectuals, this article puts the academic literature on race and adult education in conversation with the theory generated on race from select U.S. working-class organic intellectuals and scholar activists. The principal argument of the article, drawn from the dialectical and materialist work of select organic intellectuals and scholar activists, is that race seen as a social construct captures the subjective aspect of race but does not capture the internal relationship of the subjective aspect with the objective aspect of race. All social constructs must be seen objectively and subjectively to consider the prospects for change and antiracist adult education in specific historical and geographical contexts.
      Citation: Adult Education Quarterly
      PubDate: 2019-10-29T05:29:42Z
      DOI: 10.1177/0741713619884580
       
  • “Like, Share, Comment,” and Learn: Transformative Learning in Online
           Anti-Trump Resistance Communities
    • Authors: Stephanie Schroeder, Elizabeth Currin, Elizabeth Washington, Rachelle Curcio, Lisa Lundgren
      Abstract: Adult Education Quarterly, Ahead of Print.
      This article explores adult participation in online social media resistance groups that formed after the 2016 U.S. presidential election (e.g., Indivisible), why individuals participate, and how their views of citizenship are transformed as a result of their participation. Reporting on demographic and open-ended qualitative survey data, this study describes the demographics of participants and employs inductive and deductive coding as analytic methods. Making use of transformative learning as a metatheory and coding with transformative learning typologies in mind, this article illustrates the range of learning outcomes experienced by participants. Our findings indicate the educative potential of online resistance groups, as participants deepened their understandings of democracy, grew more discerning about information shared online, developed confidence to take action, and saw themselves as newly positioned in democracy, connected and capable of making change.
      Citation: Adult Education Quarterly
      PubDate: 2019-10-25T07:16:54Z
      DOI: 10.1177/0741713619884270
       
  • Book Review: Continuing Professional Education in Australia: A Tale of
           Missed Opportunities, by Brennan, B.
    • Authors: Steven Hodge
      Abstract: Adult Education Quarterly, Ahead of Print.

      Citation: Adult Education Quarterly
      PubDate: 2019-10-05T05:59:23Z
      DOI: 10.1177/0741713619881110
       
  • Determinants of Participation in Nonformal Education in the Czech Republic
    • Authors: Jan Kalenda, Ilona Kočvarová, Jitka Vaculíková
      Abstract: Adult Education Quarterly, Ahead of Print.
      This study deals with key determinants of participation in the nonformal education (NFE) of adults in the Czech Republic (CZE). Our results are based on a secondary analysis of two Adult Education Surveys carried out in the CZE in 2011 (n = 10,190) and 2016 (n = 12,272). Determinants of participation are modelled through logistic regression and decision tree algorithm. The results show that the recent trend of participation in NFE has significantly increased to nearly 40% of adults. In this regard, we argue that this increase is an outcome of the higher investments of employers into NFE in the past 5 years, which has led to a higher proportion of low-skilled workers included in job-related training. Nevertheless, this does not mean that inequality in Czech NFE is decreasing, as the main predictors of participation in NFE remain the same: (a) current employment status, (b) active attitude to learning opportunities, and (c) educational attainment.
      Citation: Adult Education Quarterly
      PubDate: 2019-09-30T12:10:37Z
      DOI: 10.1177/0741713619878391
       
  • Benefits of Adult Education Participation for Low-Educated Women
    • Authors: Tatiana Iñiguez-Berrozpe, Carmen Elboj-Saso, Ainhoa Flecha, Francesco Marcaletti
      Abstract: Adult Education Quarterly, Ahead of Print.
      Given the double risk of exclusion caused for women with a low educational level, adult education can be a fundamental element that allows them to actively participate in their social, political, and cultural environments. Moreover, because educational level has been reported by the scientific literature to be a factor that directly favors personal benefits, such as having better health or greater employability, adult education may be an opportunity to obtain the aforementioned benefits for women with a low educational level. In this study, using the data from the Programme for the International Assessment of Adult Competencies survey, a model was developed to perform a structural equation analysis on a sample of 5,838 European women with an educational level of ISCED 0-2 and to investigate the benefits of participating in nonformal education activities. The results show that this participation provides these women with greater social and political confidence, more intense cultural participation and even better health and employability.
      Citation: Adult Education Quarterly
      PubDate: 2019-08-20T04:53:33Z
      DOI: 10.1177/0741713619870793
       
  • Toward Transnational Communities of Practice: An Inquiry Into the
           Experiences of Transnational Academic Mobility
    • Authors: Shibao Guo, Ling Lei
      Abstract: Adult Education Quarterly, Ahead of Print.
      Transnational mobility characterized by multiple and circular movement of people and their simultaneous interconnections across transnational borders pose challenges to the conception of a closed boundary of community of practice (CoP). This study aims to explore the changing dynamics of CoP in transnational space by examining experiences of transnational academic mobility and connectivity. Through a qualitative case study of internationally educated Chinese transnational academics, who maintained academic and professional connections with their host countries of doctoral studies, this article demonstrates the building of transnational CoPs through their sociocultural learning in transnational space. It underscores tensions, negotiation of power relations, identity trans/formation, and potentials for change in transnational social space. It overshadows the significance of physical boundaries in organizing work, learning, and identities. The study highlights conceptualization of transnational communities of practice for understanding the experiences and identities of transnational academics.
      Citation: Adult Education Quarterly
      PubDate: 2019-08-07T06:06:44Z
      DOI: 10.1177/0741713619867636
       
  • Women’s Midlife Career Transition to Tenured/Tenure-Track Faculty in
           Adult Education
    • Authors: Catherine A. Cherrstrom, Mary V. Alfred
      Abstract: Adult Education Quarterly, Ahead of Print.
      Faculty characteristics are changing, and traditional theories may not account for the intersection of increasing numbers of women faculty and career changers to higher education in examining faculty development. Using a conceptual framework composed of adult transition and career development models, this phenomenological study investigated the career transition and strategies of women midlife career changers to the professoriate. Findings included a midlife career transition process and related challenges, supports, and strategies to navigate the process with implications for theory and practice.
      Citation: Adult Education Quarterly
      PubDate: 2019-07-31T10:17:59Z
      DOI: 10.1177/0741713619867077
       
  • Book Review: The Story of Lillian Burke, by Langille, E. M.
    • Authors: Leona M. English
      Abstract: Adult Education Quarterly, Ahead of Print.

      Citation: Adult Education Quarterly
      PubDate: 2019-07-26T09:22:55Z
      DOI: 10.1177/0741713619866177
       
  • Book Review: Adult Education and Lifelong Learning in Southeastern Europe:
           A Critical View of Policy and Practice, by Koulaouzides, G. A., &
           Popović, K. (Eds.).
    • Authors: Eleni Prokou
      Abstract: Adult Education Quarterly, Ahead of Print.

      Citation: Adult Education Quarterly
      PubDate: 2019-07-13T12:45:16Z
      DOI: 10.1177/0741713619863660
       
  • A Quasi-Experimental Analysis of the Adult Learning Effect on
           Problem-Solving Skills
    • Authors: Suehye Kim
      Abstract: Adult Education Quarterly, Ahead of Print.
      This study builds an empirical research model that explores societal and individual antecedents of adult learning and examines the adult learning effect on problem-solving skills in the Organization for Economic Cooperation and Development (OECD) countries. Considering national differences, it uses multilevel data sources available from the Programme for the International Assessment of Adult Competencies (PIAAC) 2008-2013 and the OECD data lab. The results from this study suggest that young adults (25- to 34-year-olds) with more favorable backgrounds benefit from their social origin and occupational environment in terms of nonformal learning participation. It was also found that the participants outperform nonparticipants in the PIAAC problem-solving skill assessment. The key findings of this study advocate for the importance of policy interventions to combat the cumulative effects of multiple disadvantages in the educational trajectory from initial education to adult learning as well as to reduce the problem-solving skill gaps of young disadvantaged adults.
      Citation: Adult Education Quarterly
      PubDate: 2019-07-12T04:55:17Z
      DOI: 10.1177/0741713619861073
       
  • Book Review: Youth as/in Crisis: Young People, Public Policy and the
           Politics of Learning, by Carpenter, S., & Mojab, S. (Eds.)
    • Authors: Bronwyn E. Wood
      Abstract: Adult Education Quarterly, Ahead of Print.

      Citation: Adult Education Quarterly
      PubDate: 2019-06-10T08:42:34Z
      DOI: 10.1177/0741713619855726
       
  • Book Review: Looking Back and Looking Forward: Indigenous Research Rising
           Up, by Markides, J., & Forsythe, L. (Eds.).
    • Authors: Marlene Atleo
      Abstract: Adult Education Quarterly, Ahead of Print.

      Citation: Adult Education Quarterly
      PubDate: 2019-05-03T07:59:55Z
      DOI: 10.1177/0741713619847631
       
  • Book Review: Adult Education in Neoliberal Times: Policies, Philosophies
           and Professionalism by Bowl, M
    • Authors: Khalaf Mohamed Abdellatif
      Abstract: Adult Education Quarterly, Ahead of Print.

      Citation: Adult Education Quarterly
      PubDate: 2019-03-29T10:24:20Z
      DOI: 10.1177/0741713619841209
       
  • Book Review: Lifelong Leaning Participation in a Changing Policy Context:
           An Interdisciplinary Theory by Boeren, E
    • Authors: Scott MacPhail
      Abstract: Adult Education Quarterly, Ahead of Print.

      Citation: Adult Education Quarterly
      PubDate: 2019-02-21T04:49:54Z
      DOI: 10.1177/0741713619830962
       
  • Book Review: Pedagogy, Politics, and Philosophy: Interrogating Peace and
           Peacemaking and Pedagogies for Building Cultures of Peace: Challenging
           
    • Authors: Michelle Glowacki-Dudka, Amy Baize-Ward
      Abstract: Adult Education Quarterly, Ahead of Print.

      Citation: Adult Education Quarterly
      PubDate: 2019-02-09T07:11:11Z
      DOI: 10.1177/0741713619830963
       
  • Vulnerable Subgroups and Numeracy Practices: How Poverty, Debt, and
           Unemployment Relate to Everyday Numeracy Practices

         This is an Open Access Article Open Access Article

    • Authors: Anke Grotlüschen, Klaus Buddeberg, Alina Redmer, Harald Ansen, Jesper Dannath
      First page: 251
      Abstract: Adult Education Quarterly, Ahead of Print.

      Citation: Adult Education Quarterly
      PubDate: 2019-04-11T07:11:33Z
      DOI: 10.1177/0741713619841132
       
  • Migration and Participation in Adult Education: The Matthew Effect on
           Immigrants
    • Authors: Şükrü Erhan Bağcı
      First page: 271
      Abstract: Adult Education Quarterly, Ahead of Print.

      Citation: Adult Education Quarterly
      PubDate: 2019-05-08T05:33:29Z
      DOI: 10.1177/0741713619848108
       
  • An Analysis and Illustration of U.S. Adult and Workforce Education Policy
    • Authors: Elizabeth Anne Roumell, Florin D. Salajan, Corina Todoran
      First page: 295
      Abstract: Adult Education Quarterly, Ahead of Print.
      Systematic policy analysis regarding the area of adult and workforce education (AWE) in the United States is limited in the literature. This article presents the results from a historical analysis of federal-level U.S. policy documents spanning the years 1914-2014. We performed a systematic content analysis utilizing a context justification approach to analyze 19 pieces of U.S. legislation to discern broad patterns and trends in the area of AWE policy development. The benefits of examining policy through a lens of governance and system-level trends include gaining a clearer understanding of the evolution of key policy dimensions and how they contribute to shaping current circumstances in the field. Our analyses suggest the importance of historical conditions in shaping policy characteristics. We conclude that it is essential to understand these policy characteristics in order to seek the necessary information to more strategically advocate for AWE in the 21st century, and highlight areas where further inquiry is needed.
      Citation: Adult Education Quarterly
      PubDate: 2019-06-12T05:34:08Z
      DOI: 10.1177/0741713619856097
       
  • Including Critical Whiteness Studies in the Critical Human Resource
           Development Family: A Proposed Theoretical Framework
    • Authors: Jeremy W. Bohonos
      First page: 315
      Abstract: Adult Education Quarterly, Ahead of Print.
      While the human resource development (HRD) literature has made strides to incorporate critical race theory, critical Whiteness studies has not been substantively addressed. White experiences need to be incorporated into organizational learning literature in racialized ways. Unpacking the racialized experiences of Whites in organizational settings is important because it challenges the often-unstated assumption that White experiences are normal and neutral. The uncritical centering of Whiteness is part of what makes the marginalization of racialized others possible, and critical Whiteness studies research seeks to contribute to the decentering process. This article integrates literature exploring racialized White experiences from disciplines, including history, sociology, theology, and legal studies within an existing framework for HRD. This research will place special emphasis on aspects of critical Whiteness that relate to the workplace. The purpose of this article is to advance a theoretical framework that will enhance HRD’s capacity for research and action pertaining to workplace racism.
      Citation: Adult Education Quarterly
      PubDate: 2019-06-21T05:24:50Z
      DOI: 10.1177/0741713619858131
       
  • Editing Adult Education Quarterly: Reflections on the Editorial Role
    • Authors: Leona M. English, Ashley Gleiman, Catherine A. Hansman, Qi Sun, Jeff Zacharakis
      First page: 338
      Abstract: Adult Education Quarterly, Ahead of Print.
      This essay is a reflection of our five-year jouney at co-editors of Adult Education Quarterly. We identify some of our accomplishments and challenges, as well as critique some of our editing practices and role as editors. We also discuss our goal to strengthen AEQ’s position as a premier international research journal in adult education and learning, and how we used AEQ Forum as a venue to introduce important issues. Finally we identify some future trends that may affect our journal and profession.
      Citation: Adult Education Quarterly
      PubDate: 2019-08-22T05:08:06Z
      DOI: 10.1177/0741713619870998
       
  • Book Review: Foundations of Adult and Continuing Education, by
           Ross-Gordon, J. M., Rose, A. D., & Kasworm, C. E.
    • Authors: Elice E. Rogers
      First page: 348
      Abstract: Adult Education Quarterly, Ahead of Print.

      Citation: Adult Education Quarterly
      PubDate: 2019-01-31T11:45:23Z
      DOI: 10.1177/0741713618825109
       
  • Book Review: Understanding and Promoting Transformative Learning: A Guide
           to Theory and Practice by Cranton, P
    • Authors: Adrienne Pickett
      First page: 349
      Abstract: Adult Education Quarterly, Ahead of Print.

      Citation: Adult Education Quarterly
      PubDate: 2019-02-21T04:49:14Z
      DOI: 10.1177/0741713619829451
       
 
 
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