The Forgotten 90%: Adult Nonparticipation in Education

Autor/in	Patterson, Margaret Becker
Titel	The Forgotten 90%: Adult Nonparticipation in Education
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 68 (2018) 1, S.41-62 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713617731810
Schlagwörter	Adult Education; Participation; Individual Characteristics; Probability; Age Differences; Parent Background; Educational Attainment; Low Income Groups; Health; Family Influence; Barriers; Disabilities; Trust (Psychology); Relevance (Education); Costs; Responsibility; Computer Use; Access to Information; International Assessment; Nonformal Education; Secondary Education; Postsecondary Education; Home Schooling + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Teilnahme; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Age; Difference; Age difference; Altersunterschied; Elternhaus; Bildungsabschluss; Bildungsgut; Gesundheit; Handicap; Behinderung; Relevance; Relevanz; Cost; Kosten; Verantwortungsübernahme; Zuständigkeit; Non-formal education; Non formal education; Nichtformale Bildung; Sekundarbereich; Post-secondary education; Tertiäre Bildung; Homeschooling; Home instruction; ; Hausunterricht; Heimschule
Abstract	Despite a highly developed U.S. adult education system, 90% of adults aged 20 years and older considered the least educated did not participate recently in formal or nonformal education. What are nonparticipants' characteristics, learning backgrounds, and skill levels? What predicts their likelihood of "not" participating in recent formal or nonformal education? The author analyzed 2012/2014 Program for the International Assessment of Adult Competencies--USA data. Situational deterrents of increasing age, parental education, low income, and work and family responsibilities contribute to nonparticipation. Dispositional deterrents include health and disability challenges, low social trust, and difficulties relating new ideas to real life. Institutional deterrents are education costs and little work schedule flexibility. Supports reported by nonparticipants are liking to learn new things, use of computers, and getting information from television and people they trust. Results from Program for the International Assessment of Adult Competencies--USA analyses inform adult and postsecondary educators and policy makers on what happened to--and how to reach--the forgotten 90%. [This paper was presented on April 2017 at American Educational Research Association conference, San Antonio, Texas.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01