Second Chances: Making Meaning from Adult Literacy Students Returning to School

Autor/in	Grossman, Helene Joyce
Titel	Second Chances: Making Meaning from Adult Literacy Students Returning to School
Quelle	(2012), (173 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Iowa State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2673-9496-5
Schlagwörter	Hochschulschrift; Dissertation; Adult Education; Adult Literacy; Adult Students; Interviews; Secondary Education; Graduation; Stopouts; Responsibility; Problem Solving; Resources; Family Problems; Social Networks; High School Equivalency Programs; Self Esteem; Self Determination; General Educational Development Tests + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Interviewing; Interviewtechnik; Sekundarbereich; Abschluss; Graduierung; Ausstieg; Verantwortungsübernahme; Zuständigkeit; Problemlösen; Betriebsmittel; Hilfsmittel; Familienkrise; Social network; Soziales Netzwerk; Self-esteem; Selbstaufmerksamkeit; Selbstbestimmung
Abstract	Sokolowski (2000) summarized the phenomenological attitude by saying, "We look at what we normally look through" (p. 50). Through interviews and document analysis, this study looked at the lives of six students and their decision to return to their education to earn a high school diploma. The purpose of this study was to illuminate how the students made meaning of their return to education, considering their life experiences and significant people who influenced them in their lives. The findings of the study reflect that although the students may have experienced trigger events that led them to transition back into a school environment where they felt that they mattered, their liabilities continued to distract them from meeting their goals. Not addressing their needs, such as lack of problem-solving skills, lack of or minimal resources to support them in addressing personal and family issues, and the absence of a stable support network, may prevent them from finishing their GED. In addition, their fragile determination may be overcome by the influence of people who chip away at their self-esteem and commitment, including significant individuals who, as polar catalysts, may be encouraging and discouraging at different times. Adult literacy program staff can support students by providing opportunities to build a social network among students, being intentional about identifying potential barriers to success and personal liabilities, and guiding students to use their assets to counteract what could potentially deter them. The students' strengths, the people who influence them, their educational lifeline, and their ability to set and achieve goals related to their education can be actualized through these efforts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10