|
|
Assumptions and Misconceptions about Adult Education and Undereducated AdultsAs discussed earlier, many respondents held expectations
about adult education programs that were often inaccurate and inappropriate.
These assumptions were based both on personal experiences and the
reported experiences of friends and family members.
Those respondents who had previous contact with adult education programs
often critiqued their experiences in a variety of ways and provided suggestions
for how services might better meet their needs as consumers.
Even if individuals had no prior experience with adult education, the
reported experiences of their friends and family members colored their
perceptions. Although the present study was not intended as an evaluation of
adult education programs, these prior experiences and respondents’
interpretations of them provide important information about adult education
services from a client-centered perspective. The following inaccurate
assumptions about adult education programs were among those held by respondents. “Adult education classes will be like earlier school experiences.”
Many study respondents assumed that adult education
classes would be similar to their earlier school experiences in significant
ways. Some respondents thought that
adult education literally meant returning to school.
For example, one study participant reported, “I didn’t know if I was
going to have to go back to the Middle School, start all over, or what.” Other
respondents assumed that literacy and GED classes would involve the same kinds
of activities they had experienced in earlier school settings.
Since many had been unsuccessful in elementary and secondary school,
imagining that adult education experiences were “like school” was likely to
discourage these individuals from participating in adult education programs.
Other respondents specifically disliked the thought of sitting in class.
They preferred active learning and associated adult education
classes--like their earlier school experiences--with being indoors and doing
didactic seatwork. For many
respondents, the thought of sitting in class and doing “book work” was a
strong deterrent for adult education participation. Physical stuff, you know, I get really interested in, I like more of a challenge. I like doing stuff like that. Now, just sittin’ down readin’ and sittin’ there holdin’ a book, now I just never was interested in it. I ain’t much on sittin’ at home and studyin’. If I’m at home, I want to be out in the garage or out doin’ somethin’. I ain’t gonna’ pick up a book and read when I’m at home. Notice this speaker refers to reading as studying, implying
that he sees adult education as an environment in which the student is tested.
These comments suggest that it is important for adult education providers
to realize that many adult students are unlikely to succeed in an environment
that looks and feels like school. “If you did poorly in school, you will do poorly in adult education classes.”
Study participants often assumed that lack of
success in elementary and secondary school would translate to a lack of success
in adult education and literacy classes. Their
tendency to equate adult education with “school” and all of its negative
connotations made many respondents reluctant to enter adult education settings
and fearful of failure when they did so. Similar
to the assumption that successful completion of the GED required a certain
beginning level of knowledge, the assumption that previous school failure would
result in failure in an adult education program discouraged many potential
students from entering classes. Because they had failed or done poorly in
earlier school experiences, respondents often assumed they didn’t “know
enough” to participate in adult education classes.
Many respondents reported they would not enroll in programs because they
did not feel like they had the necessary background knowledge.
Other former students reported they had dropped out of classes because
they expected to fail. I had started GED classes in ‘96 and quit. I was going to go try for the test, and everyone else that went failed math. So I just felt like, “Well, there ain’t no sense in me going.” Similarly, another respondent reported, “There ain’t no
use in even tryin’ ‘cause you can’t comprehend it.”
Public "talk" about adult education often confirms individuals'
negative perceptions. If they feel
they lack sufficient skills, many students expect to fail and are understandably
reluctant to begin classes. “The GED is the ultimate goal of adult education classes.”
Like many adult education providers, study
participants frequently defined adult education and literacy classes as “GED”
classes, assuming that the GED exam was the focus of adult education programs.
This study indicates that, for many respondents, the GED was an
unrealistic goal due to the length of time that had passed since they left
school or because of learning issues. For
other participants, the GED was of questionable value given their employment
opportunities. Focusing exclusively
or even predominantly on the GED exam was frequently a deterrent for both
potential adult education students who imagined themselves unable to reach this
goal successfully and for those who believed few jobs were available, even for
those who successfully completed the GED. I know a lot
of people who have got their GED and ain’t got a job.
I mean, they’ve been tryin’ to find a job for years.
I’m not sayin’ that when you do get your GED that you won’t get a
job, ‘cause you might be the lucky one to get one.
Rather than viewing the GED as the ultimate goal of adult
education programs, this study suggests that both providers and potential
students would be wise to consider other options that might better meet the
needs of undereducated adults. Many
respondents observed that the GED has limited value given the work they are
typically engaged in. While these
respondents were likely to criticize the GED requirement as inappropriate, they
were often willing to participate in job training that they saw as useful and
valuable in the workplace. “The GED exam is easy (or hard), but without a sense of what it entails.”
Of the respondents who participated in this study,
two-thirds knew someone who had previously taken the GED exam.
Many respondents either had family members or friends who had attended
GED classes. Thus, respondents had
gathered a great deal of information from the experiences of others, although
much of this information was inaccurate and misleading.
For example, some respondents expected the GED to be harder than
finishing high school while others expected it to be easier.
In either case, their information was likely to provide them with
inaccurate expectations about adult education classes. I’ve heard that people talks about the GED as harder than like regular, tryin’ to get your diploma. That’s what I’ve heard. While information gathered from the
experiences of others can sometimes be useful by relieving discomfort and making
participants more familiar with the adult education process, it can also be
damaging when it leads potential students to expect success or failure
inappropriately. This study
suggests the need for clear information about adult education programs that is
specifically directed toward dispelling inaccurate expectations undereducated
adults may hold.
|
|
|
