Current Search: People with social disabilities--Education (x)
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- Title
- Barriers to participation in adult education as perceived by African-Americans and others.
- Creator
- Cummings, John Henry, Jr., Florida Atlantic University, MacKenzie, Donald G.
- Abstract/Description
-
African-American adults have been often studied and categorized, historically, as having low educational achievement. Further, they have not been attending educational offerings available to them to the same extent as other U.S. ethnic groups. This exists despite their needs and not withstanding the fact that such participation stands to greatly increase and enhance their life styles and livelihoods. One reason minority adults (and the many other adults in the general population who do not...
Show moreAfrican-American adults have been often studied and categorized, historically, as having low educational achievement. Further, they have not been attending educational offerings available to them to the same extent as other U.S. ethnic groups. This exists despite their needs and not withstanding the fact that such participation stands to greatly increase and enhance their life styles and livelihoods. One reason minority adults (and the many other adults in the general population who do not participate in educational offerings) do not participate can be traced to their perceptions of barriers to attendance. Thomas G. Darkenwald and others conducted research on this concern through the development and use of an original deterrents-to-participation scale (DPS) that was later refined (DPS-G) to identify six barriers to general adult participation in education. DPS-G, as a scale, has been used successfully by many succeeding individuals and groups in similar studies. This study used Darkenwald and Valentine's ALQ instrument, which employed their DPS-G and added demographic questions, to survey a group of Orange County, Florida African-Americans and others. Data obtained supported and provided further verification of validity and reliability of the Darkenwald and Valentine identified factors and procedure. Six hypothesis are incorporated that address the attitudinal differences between African-American adults and others concerning the Darkenwald and Valentine factors. Results showed that the African-Americans expressed stronger concerns for each of the six factors, namely: (a) lack of confidence, (b) lack of course relevance, (c) time constraints, (d) low personal priority, (e) cost factor, and (f) low personal priority. Further, the study showed that African-Americans responded more cohesively and stronger on each and every factor category than did their fellow non-Black others. Study results can be used in further research about minorities' perception of barriers to participation in adult education. Resulting information can also be used in the planning and delivery of adult education programs that attempt to ameliorate or eliminate such barriers to participation in adult education.
Show less - Date Issued
- 1995
- PURL
- http://purl.flvc.org/fcla/dt/12438
- Subject Headings
- Adult learning, People with social disabilities--Education, African Americans--Education
- Format
- Document (PDF)
- Title
- DEVELOPMENT OF PROGRAMS FOR THE TRAINING OF COMMUNITY JUNIOR COLLEGE ADMINISTRATORS AND STAFF TO ASSIST THE DISADVANTAGED STUDENT: MOTEC-JC AT FLORIDA ATLANTIC UNIVERSITY.
- Creator
- COLLIER, LEON ALPHONSO, Florida Atlantic University, Smith, Lawrence E.
- Abstract/Description
-
This study is directed at the compilation of materials, ideals, and developments which resulted from the federally funded program entitled, "Moving On to Enrollment and Completion of Junior College" (MOTEC-JC). The purpose of this investigation is to identify specific aspects of raw data obtained through the research and training program of MOTEC-JC and to analyze through descriptive procedures such selected evidence with the intention of providing a complete history of the origin,...
Show moreThis study is directed at the compilation of materials, ideals, and developments which resulted from the federally funded program entitled, "Moving On to Enrollment and Completion of Junior College" (MOTEC-JC). The purpose of this investigation is to identify specific aspects of raw data obtained through the research and training program of MOTEC-JC and to analyze through descriptive procedures such selected evidence with the intention of providing a complete history of the origin, development, and administrative instructional purpose of MOTEC-JC at Florida Atlantic University. The significance of this study lies in the inherent value of the compilation of a single historical journal as the record of a movement which may be used to generate interest and guidance in the future development of programs for low-income and minority students at community junior colleges. Long-range research beyond the limits of the present investigation may finally answer general questions of future program initiation and survival. Of primary concern here is the evident need for the documentation of the materials, ideas, and developments which resulted from the federally funded research-action project designed to recruit, enroll, and educate low-income and minority groups in community colleges. Consequently, the formation of a plan proposing a number of follow-up studies should serve as a model for measuring the impact of MOTEC-JC's activities on community junior colleges projected for a twenty-five year period. The present study projects a five year model which should be revised and amplified at succeeding intervals. The twenty-five year projection is necessary because by that time MOTEC-JC participants will either have made their major contribution or completed their professional careers. Such long-range evaluation has been noticeably lacking in American education. This dissertation is a first step toward implementing this logical and needed approach to action research.
Show less - Date Issued
- 1974
- PURL
- http://purl.flvc.org/fcla/dt/11647
- Format
- Document (PDF)