Re-examining Adult Education and Training Participation by Education, Literacy, Gender, and Race/Ethnicity in the U.S.

2021 ◽  
pp. 147797142110492
Author(s):  
Wonmai Punksungka ◽  
Takashi Yamashita ◽  
Abigail Helsinger ◽  
Rita Karam ◽  
Phyllis Cummins ◽  
...  
Keyword(s):  
Adult Education ◽  
Educational Attainment ◽  
Ethnic Minorities ◽  
Education And Training ◽  
Literacy Skills ◽  
Gender And Race ◽  
Race Ethnicity ◽  
Racial Ethnic ◽  
And Training ◽  
The U.S

This study examined the associations between adult education and training (AET) participation, educational attainment, literacy skills, gender, and race/ethnicity among the U.S. adult population aged 25 to 65 years old (n = 5,450). Given the socioeconomic advancements of women and racial/ethnic minorities in the last few decades, including higher educational attainment, increased labor force participation, and greater income, and as new data becomes available, it is important to re-examine AET participation by gender and race/ethnicity in the U.S while controlling for educational attainment and literacy skills. This study employed the 2012/2014 Program for International Assessment of Adult Competencies (PIAAC) public-use file (PUF). Binary logistic regression was used to examine (1) any AET, (2) formal AET, and (3) non-formal AET across all variables of interest. Indeed, educational attainment and literacy skills are associated with greater AET participation. Further analyses showed that more women than men participated in all forms of AET, and there were some variations in AET participation by racial/ethnic minorities. More Black, Hispanic, and other racial/ethnic minority adults participated in formal AET, and more Black adults participated in all forms of AET, compared to their White counterparts. This study also provides within-race/ethnicity group variations.

Meanings Given to Performance in Dutch Sport Organizations: Gender and Racial/Ethnic Subtexts

2001 ◽  
Vol 18 (3) ◽  
pp. 302-316 ◽  
Author(s):  
Annelies Knoppers ◽  
Anton Anthonissen
Keyword(s):  
Ethnic Minorities ◽  
Sport Organizations ◽  
Leadership Positions ◽  
Organizational Processes ◽  
Slow Increase ◽  
Gender And Race ◽  
Amateur Sport ◽  
Sport Clubs ◽  
Race Ethnicity ◽  
Racial Ethnic

This article focuses on the dominant meanings given by coaches and managers to “performance” in Dutch (amateur) sport clubs and how such meanings contribute to organizational processes related to (the intersection of) gender and race/ethnicity. We use the results of six studies conducted in (amateur) sport organizations in the Netherlands for this discussion/exploration. We argue that the relatively slow increase in the number of women and ethnic minorities in leadership positions can in part be explained by the dominant meanings given to “performance.” We also show how the salience of the intersection between gender and race/ethnicity is situation-specific.

scholarly journals Domestic and International Perspectives on Financing Adult Education and Training

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 389-390
Author(s):  
Abigail Helsinger ◽  
Oksana Dikhtyar ◽  
Phyllis Cummins ◽  
Nytasia Hicks
Keyword(s):  
Older Adults ◽  
Adult Education ◽  
Adult Learners ◽  
Low Income ◽  
The United States ◽  
Education And Training ◽  
Technological Advancement ◽  
Middle Aged ◽  
Structured Interviews ◽  
And Training

Abstract Adult education and training (AET) over the life-course is necessary to participate in economic, social, and political activities in the time of globalization and technological advancement. However, little research has been done to identify mechanisms to fund AET opportunities among middle-aged and older adults from a comparative international perspective. Our study aimed to identify strategies to finance AET opportunities for middle-aged and older adults through an international lens, to help identify barriers and facilitators in effort to best support adult learners regardless of education background or socioeconomic characteristics. We carried out a descriptive qualitative study to facilitate an in-depth understanding of funding mechanisms available to adult learners in the selected countries, from the perspective of adult education and policy experts. Data were collected using semi-structured interviews with 61 international adult education experts from government agencies, non-governmental organizations, and education institutions. Our informants represented 10 countries including Australia, Canada, Germany, Italy, the Netherlands, Norway, Singapore, Sweden, the United Kingdom, and the United States. Data included at least one in-depth phone or web-based qualitative interview per informant in addition to information gathered from written materials (e.g., peer-reviewed publications and organizational reports). We identified three financing options that arose as themes: government-sponsored funding; employer-sponsored funding; and self-funding. We found that government-sponsored funding is especially important for low-skilled, low-income older adults for whom employer-sponsored or self-funding is not available. Our results have implications for lifelong AET policy changes, such as adaptations of successful AET funding programs across global communities.

A Systematic Review of Parenting Scales Measurement Invariance/Equivalence of by Race and Ethnicity: Recommendations for Inclusive Parenting Research

Assessment ◽  
2021 ◽  
pp. 107319112110386
Author(s):  
Violeta J. Rodriguez ◽  
Dominique L. La Barrie ◽  
Miriam C. Zegarac ◽  
Anne Shaffer
Keyword(s):  
Systematic Review ◽  
Measurement Invariance ◽  
Ethnic Minorities ◽  
Race And Ethnicity ◽  
Parenting Practices ◽  
The United States ◽  
Weak Evidence ◽  
Race Ethnicity ◽  
Development And Validation ◽  
Racial Ethnic

The limited inclusion of racial/ethnic minorities in the development and validation of parenting measures limits our understanding of whether parenting constructs are valid in racial and ethnic minorities. Tests of measurement invariance/equivalence (MI/E) of parenting measures can help evaluate the validity of parenting constructs among racial/ethnic minorities. This systematic review summarized studies on MI/E of parenting constructs by race/ethnicity and evaluated the strength of the evidence. A literature search was conducted using various databases and references to retrieve studies from the United States. Indeed, 10 studies were identified that tested for MI/E of eight parenting scales by race/ethnicity. Only one scale showed moderate evidence of MI/E, five showed weak evidence of MI/E, and two showed no evidence of MI/E. Most studies (80%) used factor analytic methods to test for MI/E, but only two studies (20%) examined all levels of invariance. These findings show that differences exist in how racial/ethnic minorities perceive parenting constructs. Further research is needed to develop more inclusive parenting measures, to protect against the ways in which biased measures may pathologize or misrepresent parenting practices among racial/ethnic minorities.

Towards More Socio-Culturally Sensitive Research and Study of Workplace E-Learning

2014 ◽  
pp. 2026-2042
Author(s):  
Karim A. Remtulla
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Career And Technical Education ◽  
Technical Education ◽  
Education And Training ◽  
Career And Technical ◽  
Culturally Informed ◽  
E Learning ◽  
Learning Research ◽  
And Training

This article advocates workplace adult education and training researchers and scholar practitioners interested in career and technical education (CTE), adult education and technology, and who are attempting social and cultural critiques of workplace e-learning. The emphasis on the technological and artefactual in workplace e-learning research and study are not producing the expected learning outcomes from workplace adult education and training to the degree anticipated. Given increasingly global and diverse workforces, the research and study of workplace e-learning as a socio-culturally ‘negotiated' space may be an alternate approach toward a more socially and culturally informed understanding of adult learning from workplace e-learning.

Towards More Socio-Culturally Sensitive Research and Study of Workplace E-Learning

2010 ◽  
Vol 1 (3) ◽  
pp. 27-45
Author(s):  
Karim A. Remtulla
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Learning Outcomes ◽  
Career And Technical Education ◽  
Education And Training ◽  
Career And Technical ◽  
Culturally Informed ◽  
E Learning ◽  
Learning Research ◽  
And Training

This article advocates workplace adult education and training researchers and scholar practitioners interested in career and technical education (CTE), adult education and technology, and who are attempting social and cultural critiques of workplace e-learning. The emphasis on the technological and artefactual in workplace e-learning research and study are not producing the expected learning outcomes from workplace adult education and training to the degree anticipated. Given increasingly global and diverse workforces, the research and study of workplace e-learning as a socio-culturally ‘negotiated’ space may be an alternate approach toward a more socially and culturally informed understanding of adult learning from workplace e-learning.

scholarly journals ADULT EDUCATION AND TRAINING IN CANADA: OPPORTUNITIES, FUNDING, AND GENDER GAPS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S4-S4
Author(s):  
A Katherine Harrington ◽  
Phyllis Cummins
Keyword(s):  
Adult Education ◽  
Education And Training ◽  
Middle Aged ◽  
Mixed Methods Approach ◽  
The Past ◽  
Funding Sources ◽  
Key Informant ◽  
International Assessment ◽  
And Gender ◽  
And Training

Abstract Labor force participation rates for middle-aged and older Canadians have increased substantially over the past two decades, with increases for women outpacing men. Given the importance of adult education and training (AET) to stay competitive in later career, we used a mixed methods approach to examine gender differences. Our analysis of the 2012 Program for the International Assessment of Adult Competencies (PIAAC) data indicated that, for ages 55-65, rates of AET participation are similar for both men and women. However, women are less likely than men to have AET funded by their employers. Findings suggest that women are more likely to need alternate funding sources for AET, such as other organizations or through self-funding. In addition, our review of literature, policy-related documents, and key informant interviews identified possible changes in policies and practices for the promotion of AET for middle-aged and older Canadians.

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