Academic Classrooms and Careers Defined by Race and Gender

The collective classroom and career experiences of a Black woman and White male professor are examined of the last twenty years are examined. It is revealed, that despite the presence of diversity classes and increases in diversity, as regards student and faculty presence, the circumstances of the faculty in this critical examination were defined by the student, faculty, and institutional reactions to their postionalities. Predictably, the White male faculty member had the more positive experiences, while the Black woman’s circumstances were more negative

Race and Adult Education: A Critical Review of the North American Literature

The paper critically evaluates the North American literature showing how race has been treated historically and presents three perspectives on race that inform contemporary research

Adult Education and the Struggle for Knowledge and Power: Practical Action in a Critical Tradition

Along with others we argue that practical space can be found in nearly all forms of adult education for the redistribution of knowledge and power. The purpose of the paper is to describe a way of understanding practical action in a world structured by the inequitable distribution of knowledge and power

Black Graduate Students’ Social Relationships with White Professors and Students in a Predominantly White Public University

This study employs a mixed method approach to understanding the cross-racial relationships experienced by Black graduate students at a major Southern research university. Data were collected using a multifaceted mailed survey. Cluster analysis was employed to construct a four-part typology of cross-racial social relationships. Qualitative comments were examined to better understand the identified types. The study reveals the variety of perceived social relationships experienced within a single university

Lean On Me: The Support Experiences of Black Graduate Students

The social support experiences of Black graduate students who graduated from a major Southern Research University from 1962 to 2003 were examined in a comprehensive survey that explored three areas: relationships with faculty, students, and the institution. The study revealed that the Black graduate students believed that White graduate students experienced a different campus and a more positive environment

Rooted in the Soil: The Social Experiences of Black Graduate Students at a Southern Research University

The experiences of Black graduate alumni, 1962-2003, at a major Southern Research University were examined in a comprehensive survey. The areas explored were: relationships with faculty, students, and the institution

An empirical test of Houle\u27s typology of professionals

The purpose of this study was to test Houle\u27s typology of professional practitioners and its relationships with their demographic characteristics and their participation in CPE

Integrating agency and structure in program planning theory

The paper proposes a way to theorize program planning in adult education that integrates planner discretion and the structural conditions in which planners must always act

Siting program planning theory in adult education: The selective tradition of privileging technical rationality

Planning theory in adult education attempts to improve planning practice by prescribing a selective tradition of technical rationality. The problem is that this tradition selectively organizes our attention to only certain possibilities of action, thereby limiting our sense of what counts as planning practice and thus limiting our sense of what adult education could be. In this paper we depict the historical development of planning theory in order to show how effectively this selective tradition has managed planning theory discourse