Differential Participation Patterns of Adults of Low and High Educational Attainment

Abstract

This study investigated the influence of selected positional and psychological factors on the adult education participation of adults of low educational attainment (less than 12 years of schooling) and high educational attainment (more than 12 years of schooling). Analysis of data from a survey conducted in Columbia County, Wisconsin, showed that participation among adults of low education (N = 274) was significantly related to age, employment status, income, family status, and withdrawing tendencies. Only the personality trait of social skills was significantly related to participation among adults of high education (N = 128). It was concluded that participation within high and low educational levels cannot be accounted for by a common set of factors. The existence of two broad motivational orientations towards participation in adult education was suggested. BACKGROUND

Fondements psychosociaux des motifs de participation académique des adultes : regard sur la recherche

“…Il est reconnu (Burgess, 1971, p. 17) qu'un groupe de motifs (ou un facteur) constitue un indice plus valide des intérêts et besoins des adultes dans leur recherche d'activités éducatives qu'un seul motif isolé, sans lien évident avec l'ensemble. Les variables auxquelles on a relié ces motifs sont demeurées de nature plutôt démographique, socio-économique et socioculturelle, donc extérieures à la personne elle-même: par exemple, les frais de scolarité (Boshier et Baker, 1979), le décrochage scolaire (Sainty, 1971;Garrison, 1987Garrison, , 1988, le niveau de scolarisation (Douglah et Moss, 1968;Utendorf, 1984), la classe sociale (London, 1970), le sexe, l'âge et le type de programme (Morstain et Smart, 1974;Robineault, 1981), la pratique religieuse (McKenzie, 1978;Scanlin, 1981), la profession (Sovie, 1972;O'Connor, 1979), l'aliénation et la marginalité (McKenzie, 1978) et les modes de participation antérieure (Scanlin, 1981). Pour obtenir une description des adultes qui désirent parfaire leur formation, on a procédé plutôt par le biais des conditions extérieures et des circonstances de leur vie.…”

“…Un grand nombre de recherches ont été effectuées sur la participation des adultes à des activités d'apprentissage et de formation (Houle, 1961;Litchfield, 1965;Douglah et Moss, 1968;Tough, 1968;London, 1970;Douglah, 1970;Berry, 1971;Burgess, 1971;Morstain et Smart, 1974;Dickinson et Clark, 1975;Grotelueschen et Caulley, 1977;Boshier, 1971ft, 1973Boshier, 1971ft, , 1976Boshier, 1971ft, , 1978Boshier, 1971ft, , 1983Scanlan et Darkenwald, 1984;Boshier et Collins, 1985;Garrison, 1987Garrison, , 1988. On a réussi à découvrir des liens entre les motifs de participation et diverses caractéristiques démographiques et socio-économiques des adultes (Boshier, 1978;Dickinson et Clark, 1975).…”

The relationship between perceived supportive/defensive communication behaviors of adult education instructors and the decision to drop out or persist by adult learners

“…Typically, studies have compared discrete personality or.social characteristics of individuals enrolled in programs with those of individuals who could be but are not. The attempt to credit single variables for what Boshier (1972) viewed as more complicated has been limiting to adult education; although these characteristics may describe participants vs. nonparticipants, they may not themselves be causal (Aslanian & Brickell, 1980;Douglah & Moss, 1968).…”

“…Dropout/persistence research results appear to parallel those of participation research in that these results are categorizable according to discrete qualities. For example, age, educational attainment, and economic status are typical characteristics differentiating learners who drop out vs. those who persist (Aslanian & Brickell, 1980;Douglah & Moss, 1968;Sainty, 1971), but they are not causes of dropout decisions.…”

“…Few areas of adult education appear to have received such scrutiny as has participation (Douglah & Moss, 1968;Garrison, 1985Garrison, , 1987); yet for all of the attention, little if any useful conclusion has resulted.…”