This qualitative phenomenological study examined the occupational downgrading experiences of six adult immigrants. Occupational downgrading happens when an individual’s occupation post immigration does not match his or her education credentials and previous professional experiences. The goal is to make sense of the participants’ narratives through the lens of possible selves theory. Therefore, the research questions guiding this study were (1) How do occupational downgrading experiences of immigrants shape their integration to the U.S. workforce? and (2) How can we make sense of the participants’ narratives through the lens of possible selves theory? Phenomenological interviews served as the main source for data collection. In addition, artifacts allowed the participants to enrich their stories. Themes that emerged from the participants’ occupational downgrading experiences include underemployment, shift in status, language barrier, feeling of discrimination, and lack of inspiration at the new job. Looking at past, present, and future selves, the participants’ narratives were examined first through identity transition processes: separation, transition, and reincorporation. The study adds to a developing body of literature focusing on the possible selves of adult immigrants experiencing occupational downgrading. In particular, they inform who is participating in adult education. Likewise, this study centralizes the immigrant as participant to adult learning; it provides new narratives of adults in transition.
Civic education provides adult English learners with the tools to be able to actively engage in their communities. This knowledge allows them to gain agency, develop a sense of belongingness, and facilitate lifelong learning. However, teaching civic education can be challenging for instructors for many reasons, such as prioritizing on developing the learners’ linguistic skills over their civic and citizenship knowledge. Thus, this article proposes a conceptual framework to incorporate civic education to the adult ESL classroom. Furthermore, it provides examples of relevant strategies and specific activities that illustrate the framework in action.
This chapter explores the phenomenon of occupational downgrading experiences of adult immigrants in the U.S. It starts with a brief history of immigration to the United States to point out salient events and movements that have created the current socio-political and economic landscape for immigration. Then, it zeroes in on the occupational downgrading phenomenon and how shapes immigrants' integration to the U.S. workforce, including barriers and challenges impacting their career experiences and development. These elements include racial discrimination, language barrier, lack of social networks, and transferability of skills. Finally, it offers recommendations for career development professionals and educators to address the current situation.
This article provides an account of a group of adult Chinese immigrants learning English at a cultural center serving the local Asian community. The focus of this teacher-research descriptive case study is on learner experiences as they relate to transition theory and Confucian learner principles and as these materialized through classroom participation. Using transition theory as a lens, the article establishes connections with Confucian learning principles as they emerged in the data collected. Therefore, study findings are presented under four themes: Self, Situation, Strategies, and Support. In view of the Confucian philosophy of learning, the participants’ stories illustrate their understanding of teacher authority, collaborative learning, function of effort, and pursuit of lifelong learning. Thus, the article examines how the learners were adapting or struggling with different daily life aspects that require the use of the English language. Learning English served as catalyst for the adult learners to achieve their goals in the new community and culture.
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