Theory and research provide insight into the characteristics, needs, and teaching preferences of adult learners in the college classroom.

This article describes a qualitative study that documented the use of reflection-in-action by adult educators in problematic situations. The focus of the study was to explore aspects of Schön's theory. The results supported the basic assumption of Schön's theory that reflecting practitioners use a constructivist decision-making perspective while non-reflecting educators use an instrumental problem-solving approach. The findings demonstrated that reflecting educators, whether novice or experienced, use reflecting-in-action and reflecting-on-action as a means to develop expertise. The presence of experienced educators exhibiting minimal reflection and presence of one highly reflective novice indicates that experience alone is not the "master teacher" of the reflective process.

The problem and the solution.Despite the magnitude of the ethical, legal, economic, social, and political dimensions that define diversity initiatives in the workplace, the fields of human resource development and continuing professional education have yet to develop an integrated vision for creating more inclusive work environments. This article explores the differing impulses, goals, and objectives underlying diversity programming and research aimed at various stakeholders—scholars, program developers, and customer/client groups. Mechanisms and strategies for fostering diversity in the workplace and for building epistemological inclusiveness through applied research across both applied fields are included.

The purpose of this multiple case study was to describe the experiences of graduate education faculty of varying racial/ethnic backgrounds, learning to navigate difficult discourses on race effectively over time. The study employed positionality as a theoretical framework. Findings indicate that faculty balance what we refer to as strategies of self in a bid to work through difficult race talk. In turn, their practice may hold strong potential for influencing a fresh and more holistic approach to engaging in classroom race talk.

Educators have recently taken interest in understanding the needs of racial and ethnic minority youth in the schools. A review of adult education research literature over the last five years suggests the adult education research community has not shown a similar interest. Given the traditional un-derrepresentation of minority adults in adult education programs and considering the changing demographics of the U.S., this omission gives cause for concern. Presented are data revealing the paucity of publications addressing multicultural issues in adult education, despite a small but growing number of dissertations. In an effort to stimulate discussion and research in the area, the author suggests a number of questions worthy of investigation. Methodological issues particularly relevant to research on minority populations are also discussed.