Using Profiles of Human and Social Capital to Understand Adult Immigrants’ Education Needs: A Latent Class Approach

Abstract

With the U.S. adult education system providing education services to millions of immigrants annually, understanding the unique skills and assets among adult immigrant learners is important. Using data from the U.S. Program for the International Assessment of Adult Competencies, this study used data on immigrants ( n = 1,873) to identify latent classes along dimensions of human and social capital. Latent class analysis indicated five discrete profiles: High Opportunity, Upskill Ready, Satisfactorily Skilled, Motivated and Engaged, and Highly Skilled. The results provide support for using customized education approaches to capitalize on the collection of assets adult learners have while concurrently increasing education service providers’ capacity to serve.

The Black Church, an Agency for Learning, Informal Religious Adult Education, and Human Capital Development: A Qualitative Inquiry into Rural African American Primary Caregiving Grandmothers’ Experiences

“…The participants in this study did not refer to learning as an investment in human capital development. However, Gray (2019) noted it is essential for adult educators to help women justify learning in this manner. Otherwise, they may not recognize the benefits of learning, which can create barriers to women's development (Alfred, 2009).…”

“…According to Hanushek (2013), human capital development is viewed as an investment of time and resources to enhance skills or increase knowledge with the possibility of increasing earning potential. Much of the literature surrounding human capital development contains a primary focus on formal learning experiences in the context of workplace learning through training and development (Gray, 2019). For example, Nafukho et al (2004) explored the origins of human capital and the intersection of human capital theory, human resource development, and formal learning.…”

“…For example, Nafukho et al (2004) explored the origins of human capital and the intersection of human capital theory, human resource development, and formal learning. However, Gray (2019) argued participation in informal learning activities taking place outside of the workplace, and the skills acquired also are human capital investments. Merriam and Kee (2014) identified informal learning experiences, such as “community, civic, and voluntary organizations such as the local library sponsoring a book club, the Red Cross offering diabetes screening, a civic club sponsoring a travel outing, or a faith group meeting to study their faith's literature” (p. 138), as tenets of human capital development.…”

“…Merriam and Kee (2014) identified informal learning experiences, such as “community, civic, and voluntary organizations such as the local library sponsoring a book club, the Red Cross offering diabetes screening, a civic club sponsoring a travel outing, or a faith group meeting to study their faith's literature” (p. 138), as tenets of human capital development. According to Gray (2019), informal learning competencies acquired throughout the lifecycle are applied at various levels, including individual, organizational, and societal. According to Stephens (2019), for African American grandmothers, participation in informal human capital investments influences how they fulfill their roles as adults, caretakers of their grandchildren, and lifelong learners.…”

The Wages of Worship, Religious Education, and Human Capital Development in the Black Church: Voices From Rural African American Primary Caregiving Grandmothers

“…Human capital, in the context of informal learning, influences how African American grandmothers fulfill their roles as adults, primary caregivers, and lifelong learners. According to Gray (2019), the competencies acquired by engaging in informal learning undertakings throughout the life span can be applied at the individual, organizational, and societal levels. Therefore, human capital in the context of informal learning is the lens through which to examine the learning among African American grandmothers caring for their grandchildren in rural communities.…”