Meeting the Transitional Needs of Young Adult Learners E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B ACE Single Issue Adult & Continuing Eeducation
• Sprache: Englisch

Seitenzahl: 208

Veröffentlichungsjahr: 2014

Beschreibung

This is the first New Directions volume related to young adultlearners since 1984. Then, as now, young adults are an importantsegment of the adult population but have received scant attentionin the adult education literature. Increasingly, youths and young adults are enrolling in adulteducation programs and in doing so are changing the meaning ofadulthood. Given the significant demographic, technological, andcultural shifts during the past 30 years, there is an increasingneed for practitioners and program planners to reconsider whatconstitutes "adult" and "adult education."An understanding of the changing meaning of adulthood isfundamental to developing programs and policies that will addressthe needs of younger learners, and we believe it is time for anupdated discussion among adult educators and scholars in otherdisciplines. This sourcebook is designed to reignite the discussion related tomeeting the educational needs of young adults along with a timelyand interdisciplinary discussion that highlights the transitionalneeds of young adult learners. This is the 143rd volume of the Jossey Bass series NewDirections for Adult and Continuing Education. Noted for itsdepth of coverage, it explores issues of common interest toinstructors, administrators, counselors, and policymakers in abroad range of education settings, such as colleges anduniversities, extension programs, businesses, libraries, andmuseums.

Leseprobe

New Directions for Adult and Continuing Education

Susan Imel Jovita M. Ross-Gordon COEDITORS-IN-CHIEF

Meeting the Transitional Needs of Young Adult Learners

C. Amelia Davis

Joann S. Olson

EDITORS

Number 143 • Fall 2014

Jossey-Bass

San Francisco

Meeting the Transitional Needs of Young Adult Learners C. Amelia Davis, Joann S. Olson (eds) New Directions for Adult and Continuing Education, no. 143 Susan Imel, Jovita M. Ross-Gordon, Coeditors‐in‐Chief

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Editorial correspondence should be sent to the Coeditors-in-Chief, Susan Imel, 3076 Woodbine Place, Columbus, Ohio 43202-1341, e-mail: [email protected]; or Jovita M. Ross-Gordon, Southwest Texas State University, CLAS Dept., 601 University Drive, San Marcos, TX 78666.

Cover photograph by Jack Hollingsworth@Photodisc

www.josseybass.com

Contents

Editors’ Notes

Reference

1: Conceptualizing Transitions to Adulthood

The Idea of Youth Transitions and the New Adulthood

Rethinking the Transitions Metaphor

Young Adults and Learning

Conclusions

Note

References

2: Culture, Conditions, and the Transition to Adulthood

Culture and Cultural Identity

Culture, Conditions, and the Pathway to Adulthood

Acculturation

Implications for Adult Education

Note

References

3: Vulnerable Youth and Transitions to Adulthood

Background of Vulnerable Youth and Their Transitions to Adulthood

What Challenges Are Vulnerable Youth Facing?

The Contributions of Adult Educators to Successful Transitions

Conclusions

References

4: Young Adulthood, Transitions, and Dis/ability

The National Landscape: Youth With Dis/ability Labels in the United States

Key Policies Supporting Transitions for Youth With Dis/ability Labels

A Brief Consideration of the Literature

Reframing Dis/ability in Adult Education

A Social-Relational Model of Dis/ability

Supporting Youth With Dis/ability Labels

Conclusions

Note

References

5: Becoming an Adult in a Community of Faith

Young Adults and Organized Religion

Faith Development

Who Are Today's Young Adults?

Religious Involvement of Young Adults

What Does Work?

Recommendations for Practice

Conclusions

Notes

References

6: Youths Transitioning as Adult Learners

Conceptualizing Transitions

Historical Overview of Adult Basic Education

Youths Transitioning as Adult Learners

Implications for Adult Education

Conclusions

Notes

References

7: Transitions From Formal Education to the Workplace

Leaving the Classroom

Preparing for an Unknown Future

Learning a New Kind of Learning

Recognizing a Complex Transition

References

8: Themes and Issues in Programming for Young Adults

Ambiguity of Transition

Complexity of Contemporary Society

Belonging and Community

The Need for Future Research

Summary

References

Advert

Index

End User License Agreement

List of Tables

Chapter 4

Table 4.1

Table 4.2

Guide

Cover

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Editors’ Notes

The word transition conveys movement, leaving one thing behind and becoming something else. The caterpillar becomes a butterfly after metamorphosis. With a twist of the wrist, the image at the end of the kaleidoscope changes. For many, graduation from high school seemingly marks the transition from student to something else. Transition begets change, and something new emerges.

And yet, even these examples suggest that looking closely at any particular transition reveals it as more complex than it first seemed. If the caterpillar has two states of being—caterpillar and butterfly—then what is to be made of the time in the chrysalis? The kaleidoscope can produce a seemingly infinite number of patterns. And new graduates are often surprised to discover just how much they still don't know. Transitions often do not have clearly defined beginnings or endings, and they can be disruptive. Given the comprehensive nature of many of life's transitions, what is the role of the educator in helping others navigate transition? More precisely to the point of this volume: What are the transitional and educational needs of young adults as they transition to adulthood?