The Immigrant As Outsider-Within: Exploring Identity And Place In Academe

Perhaps the least visible and understood experience in the academy is that of immigrant women of color This absence is connected to issues of power, privilege, discourse, and practices that silence nonwestern voices in an increasingly globalized world. This paper explores the creative tension immigrant women of color face as they try to negotiate identity and place in US higher education

An Interactive Approach To Economic Development Among African American Former Welfare Recipients: Shattering The Myth Of The Work-First Approach

This study explored the experiences of African American women as they transition from welfare to work and the barriers and challenges that impede their move to a position of economic selfsufficiency. The study found three systems of barriers to impede the women's progress. These include W-2 systems barriers, workplace barriers, and personal barriers. Removing the barriers must first be addressed before families can become self-sufficient

Leadership of Adult Education and Family Literacy Organizations in an Era of Diminishing Resources

Adult education and family literacy providers must increasingly operate with diminishing resources. This research study explored how program and organization leadership navigated these environmental changes in an effort to continue meeting the needs of adults and families

Immigration as a Context for Learning: What Do We Know About Immigrant Students In Adult Education?

The concept of diversity in education has received much attention in the social science literature, and since the mid-eighties, it has been receiving some attention in the literature of adult education. Diversity in adult education has focused primarily on race, class, gender, and sexual orientation and how these contexts impact teaching and learning. Little attention has been paid to culture and migration and how they influence learning among foreign-born students. This presentation will highlight the need for adult educators to give attention to the concept of immigration as a context for learning in adulthood

Welfare Reform and Women’s Economic Development: Expanding the Discourse within Adult Education

researchers have examined adult development within the context of adult learning, but few have examined the economic development of women, particularly those caught in the cycle of welfare and low-wage employment. This paper will explore the personal and structurla barriers to economic development among former welfare recipients and broaden the discourse on women\u27s developmen

Epistemology, Learning, and Self-Development among Immigrant Women of Color: The Case of the British Caribbean Women in the United States

This study examined how British Caribbean women construct knowledge from their transcultural experiences and how they use their acquired knowledge to facilitate their learning and development. The women have endured the challenges of their cross cultural transitions because they learned how to work, how to learn, how to overcome silence and marginality, and how to negotiate their way through the American cultural systems

Women\u27s Learning and Development Across Borders: Insights from Anglophone Caribbean Immigrant Women in the United States

This study examined the learning and development experiences of English-speaking Caribbean immigrant women from a cross-cultural context. Using Belenky\u27s model of women\u27s ways of knowing, the study found that self-agency, culture, social capital, and the sociocultural environment influence the epistemological position that a woman occupies. The study also found that women move freely among these positions, depending on the context of the experience

The Politics of Knowledge and Theory Construction in Adult Education: A Critical Analysis from an Africentric Feminist Perspective

The Eurocentric worldview has dominated research and practice in adult higher education at the exclusion of other worldviews. Using the contours of the Africentric tradition, this paper examines the philosophical assumptions of andragogy and self-directed learning for their applicability to understanding and facilitating learning and knowledge construction among members of African descent

Breaking the Silence and Expanding the Discourse: Racioethnic Identity and Perceptions of Race Among People of the African Diaspora

Drawing from the postcolonial literature and using Afro-Caribbean people as a case example, this paper explores how colonialism and ethnicity influence perceptions of race and racism among people of the African Diaspor

Cultural Orientation, Cross-Cultural Communication, and Responsive Pedagogy: Considerations for Inclusive Classrooms in Adult Education

In this paper, we explore the relationship between cultural orientation, cross-cultural communication and culturally-responsive pedagogy in university classrooms. Due to the rise of foreign-born learners and citizens of color in higher education institutions, educators should consider the dynamics of individualist and collectivist orientations and how they influence classroom communication. Drawing from the literature and our own practice, we explore ways to make the classroom more welcoming for students of nonwestern social and educational traditions