Pub Date : 2022-04-20DOI: 10.1177/10451595221084413
Trevor G. Gates, Dyann Ross, Bindi Bennett
Critical events in Leonard Matlovich’s life depict a reluctant activist for lesbian, gay, bisexual, transgender/gender diverse, and queer+ (LGBTQ+) equality. He served in the US military and subsequently came to personify the broad social challenges to the military’s homophobic culture and recruitment practices. Matlovich’s experience of a series of life metamorphoses made a difference beyond the individual. His example inspired multitudes of other concerned citizens in how to undertake their metamorphoses to challenge institutionalized homophobia. Breakthrough learning experiences in Matlovich’s life are presented to explore and refine aspects of transformative learning theory by applying Jane Martin’s metamorphosis model. The learning nexus between individuals and society is shown to be a dynamic interaction where both aspects of Matlovich’s story and his influence are explored in the context of today’s LGBTQ+ equality struggles. The article shows the conducive personal and societal conditions that enabled his various metamorphoses as whole-of-individual identity and sociocultural crossings toward transformational change. Additionally, the implications of Martin’s educational metamorphosis are discussed. Adult educators are encouraged to emphasize learning located in the learner’s life circumstances, exemplary case studies to inspire cultural crossings against injustice, and transformations as being about grasping in situ learning opportunities in the cross-influence between the whole person and their socio-historical context. Matlovich’s experiences show how relevant dimensions of Martin’s theoretical approach, coupled with support from allies, can contribute to personal agency and can build a groundswell of learning needed to support activism for social justice movements.
{"title":"Adult Learning as Metamorphosis and Popular Education for Lesbian, Gay, Bisexual, Transgender/Gender Diverse, and Queer+ Equality: The Story of Leonard Matlovich","authors":"Trevor G. Gates, Dyann Ross, Bindi Bennett","doi":"10.1177/10451595221084413","DOIUrl":"https://doi.org/10.1177/10451595221084413","url":null,"abstract":"Critical events in Leonard Matlovich’s life depict a reluctant activist for lesbian, gay, bisexual, transgender/gender diverse, and queer+ (LGBTQ+) equality. He served in the US military and subsequently came to personify the broad social challenges to the military’s homophobic culture and recruitment practices. Matlovich’s experience of a series of life metamorphoses made a difference beyond the individual. His example inspired multitudes of other concerned citizens in how to undertake their metamorphoses to challenge institutionalized homophobia. Breakthrough learning experiences in Matlovich’s life are presented to explore and refine aspects of transformative learning theory by applying Jane Martin’s metamorphosis model. The learning nexus between individuals and society is shown to be a dynamic interaction where both aspects of Matlovich’s story and his influence are explored in the context of today’s LGBTQ+ equality struggles. The article shows the conducive personal and societal conditions that enabled his various metamorphoses as whole-of-individual identity and sociocultural crossings toward transformational change. Additionally, the implications of Martin’s educational metamorphosis are discussed. Adult educators are encouraged to emphasize learning located in the learner’s life circumstances, exemplary case studies to inspire cultural crossings against injustice, and transformations as being about grasping in situ learning opportunities in the cross-influence between the whole person and their socio-historical context. Matlovich’s experiences show how relevant dimensions of Martin’s theoretical approach, coupled with support from allies, can contribute to personal agency and can build a groundswell of learning needed to support activism for social justice movements.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87549952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-28DOI: 10.1177/10451595221077464
Lisa M. Baumgartner, Bora Jin, Junghwan Kim
Older adults are a growing population. This article reviews the literature on older adults in Adult Learning from its inception in 1989 through 2020. Topics focus primarily on program reports, programmatic learning needs, personal reflections, and classroom methods. Key findings include that “older adult” is not well-defined and adults are portrayed as active learners. In addition, the demographics of authors and study participants are discussed. Findings have implications for researchers and practitioners.
{"title":"Older Adults in Adult Learning 1989–2020: A Literature Review","authors":"Lisa M. Baumgartner, Bora Jin, Junghwan Kim","doi":"10.1177/10451595221077464","DOIUrl":"https://doi.org/10.1177/10451595221077464","url":null,"abstract":"Older adults are a growing population. This article reviews the literature on older adults in Adult Learning from its inception in 1989 through 2020. Topics focus primarily on program reports, programmatic learning needs, personal reflections, and classroom methods. Key findings include that “older adult” is not well-defined and adults are portrayed as active learners. In addition, the demographics of authors and study participants are discussed. Findings have implications for researchers and practitioners.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72970973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-02DOI: 10.1177/10451595211073724
David A. Housel
The COVID-19 pandemic has had a profound impact on adult education programs globally, transforming in-person operations to distance, online enterprises often overnight. Many administrators, instructors, and program staff have been inordinately burdened physically, economically, and socially by the pandemic in ways that could be considered traumatic. The pandemic has also revealed how the insufficient access to educational technology and limited digital literacy has affected program administrators, instructors, and adult students alike. Can the pandemic create the opportunity to elevate adult learning and restructure existing policies and practices moving forward? To grapple with the answers to this question, this exploratory qualitative study sought the perspectives and insights of program administrators and instructors in adult education programs in the northeastern United States. Through an online, mostly open-ended questionnaire, self-reflections of lessons learned were analyzed through a trauma-informed lens (Gross, 2020). Through multiple rounds of coding, the following themes emerged: (1) balancing multiple stressors; (2) coping with pandemic uncertainty; and (3) addressing virtual classroom engagement, remote work, and the digital divide. Recommendations for modifying preservice preparation and ongoing professional development and making programmatic policies and instructional practices that promote distance teaching/learning and digital literacy in more trauma-responsive and inclusive ways were proposed as were areas for future research.
{"title":"A Trauma-Informed Inquiry of COVID-19’s Initial Impact on Adult Education Program Administrators and Instructors in the United States","authors":"David A. Housel","doi":"10.1177/10451595211073724","DOIUrl":"https://doi.org/10.1177/10451595211073724","url":null,"abstract":"The COVID-19 pandemic has had a profound impact on adult education programs globally, transforming in-person operations to distance, online enterprises often overnight. Many administrators, instructors, and program staff have been inordinately burdened physically, economically, and socially by the pandemic in ways that could be considered traumatic. The pandemic has also revealed how the insufficient access to educational technology and limited digital literacy has affected program administrators, instructors, and adult students alike. Can the pandemic create the opportunity to elevate adult learning and restructure existing policies and practices moving forward? To grapple with the answers to this question, this exploratory qualitative study sought the perspectives and insights of program administrators and instructors in adult education programs in the northeastern United States. Through an online, mostly open-ended questionnaire, self-reflections of lessons learned were analyzed through a trauma-informed lens (Gross, 2020). Through multiple rounds of coding, the following themes emerged: (1) balancing multiple stressors; (2) coping with pandemic uncertainty; and (3) addressing virtual classroom engagement, remote work, and the digital divide. Recommendations for modifying preservice preparation and ongoing professional development and making programmatic policies and instructional practices that promote distance teaching/learning and digital literacy in more trauma-responsive and inclusive ways were proposed as were areas for future research.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74692523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-25DOI: 10.1177/10451595211051079
Makena Neal, Benjamin D. Espinoza
Arlie Hochschild’s theory of emotional labor (1983) has become a staple framework for understanding the tension that exists between outward emotional expression and inward emotional realities. In it, Hoschild (1983) introduces us to the idea of emotional management, the expectations that are put on us to manipulate the display of our emotions—act—in order to put the experiences of others first. Recently, however, several articles in popular media have used emotional labor to describe labor that deviates from Hochschild’s (1983) original definition. In doing so, popular discourse has highlighted a kind of labor that has historically gone unnamed in the academy. The implications of not naming this other form of labor and instead morphing Hochschild’s original definition yield many consequences if left unchecked. The purpose of this article is to step into the conversation on emotional labor, highlight the gap in language to describe the various types of labor performed by adult learners, and introduce the idea of gendered labor as a way to be better informed in serving adult learners in ongoing development.
{"title":"The Hidden Labors of Adult Learning: Emotional, Gendered, and the Intersection","authors":"Makena Neal, Benjamin D. Espinoza","doi":"10.1177/10451595211051079","DOIUrl":"https://doi.org/10.1177/10451595211051079","url":null,"abstract":"Arlie Hochschild’s theory of emotional labor (1983) has become a staple framework for understanding the tension that exists between outward emotional expression and inward emotional realities. In it, Hoschild (1983) introduces us to the idea of emotional management, the expectations that are put on us to manipulate the display of our emotions—act—in order to put the experiences of others first. Recently, however, several articles in popular media have used emotional labor to describe labor that deviates from Hochschild’s (1983) original definition. In doing so, popular discourse has highlighted a kind of labor that has historically gone unnamed in the academy. The implications of not naming this other form of labor and instead morphing Hochschild’s original definition yield many consequences if left unchecked. The purpose of this article is to step into the conversation on emotional labor, highlight the gap in language to describe the various types of labor performed by adult learners, and introduce the idea of gendered labor as a way to be better informed in serving adult learners in ongoing development.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81359348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-24DOI: 10.1177/10451595211073725
Michael T. Miller, David M. Deggs, V. Hunt, Lona J. Robterson, Callie S. Embry
African American men have among the worst high school completion rates of any population in the United States. The consequences of dropping out of school are serious and include high levels of unemployment and incarceration. Attempts at recruiting these men to return to complete a high school credential have not been broadly successful, and the current study was designed to identify the best ideas and practices of recruiting African American men into high-school equivalency completion programs. Using a snowball-generated sample of eight adult education program directors, interviews were conducted to identify strategies and approaches for recruiting African American men. Ultimately, program directors comments resulted in three broad categories of successful recruitment: using personal relationships that connect with men where they are, strategically using social media and online resources that are directly targeted toward these men, and utilizing the relationships and support networks of African American church communities. Responding program directors also stressed the need to meet these men at the physical and psychological places where they are, recognizing that these points of contact can and will change as the men age and face different personal circumstances. The findings provide key information for high-school equivalency program directors as they construct purposeful recruitment plans that also include measures for assessing the effectiveness of their recruitment campaigns.
{"title":"Developing Effective Recruitment Strategies for African American Men to Earn Alternative High School Credentials","authors":"Michael T. Miller, David M. Deggs, V. Hunt, Lona J. Robterson, Callie S. Embry","doi":"10.1177/10451595211073725","DOIUrl":"https://doi.org/10.1177/10451595211073725","url":null,"abstract":"African American men have among the worst high school completion rates of any population in the United States. The consequences of dropping out of school are serious and include high levels of unemployment and incarceration. Attempts at recruiting these men to return to complete a high school credential have not been broadly successful, and the current study was designed to identify the best ideas and practices of recruiting African American men into high-school equivalency completion programs. Using a snowball-generated sample of eight adult education program directors, interviews were conducted to identify strategies and approaches for recruiting African American men. Ultimately, program directors comments resulted in three broad categories of successful recruitment: using personal relationships that connect with men where they are, strategically using social media and online resources that are directly targeted toward these men, and utilizing the relationships and support networks of African American church communities. Responding program directors also stressed the need to meet these men at the physical and psychological places where they are, recognizing that these points of contact can and will change as the men age and face different personal circumstances. The findings provide key information for high-school equivalency program directors as they construct purposeful recruitment plans that also include measures for assessing the effectiveness of their recruitment campaigns.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82408229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-14DOI: 10.1177/10451595211069079
L. Bloomberg
Access to different forms of education has become more prevalent in recent years. Online learning design requires innovative pedagogical practices. Dr. Bloomberg provides strategies for online course design, student engagement, andpedagogical methodology.
{"title":"Designing and Delivering Effective Online Instruction, How to Engage the Adult Learner","authors":"L. Bloomberg","doi":"10.1177/10451595211069079","DOIUrl":"https://doi.org/10.1177/10451595211069079","url":null,"abstract":"Access to different forms of education has become more prevalent in recent years. Online learning design requires innovative pedagogical practices. Dr. Bloomberg provides strategies for online course design, student engagement, andpedagogical methodology.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74636818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-05DOI: 10.1177/10451595211069092
Africa S. Hands
The Netflix docudrama, Operation Varsity Blues: The College Admissions Scandal, illustrates how college admissions, particularly at elite colleges, favors the privileged. Higher educational attainment overall favors the informed. Prospective students have many options when it comes to earning a college degree, with some of the more visible options (e.g. for-profit institutions) to degree attainment resulting in time and money wasted for nontraditional students. Thus, higher education professionals must educate prospective students on their options—sometimes at nontraditional locations. The local public library is one such uncommon, yet ideal location for reaching adult prospective students. Written from the perspective of a former higher education admission and advising professional now library science faculty, this article proposes that the reopening of public libraries post-quarantine is an opportune moment for colleges and universities to create partnerships to recruit adult students. Following a discussion of degree attainment among nontraditional students, barriers experienced, and public library services for adults, I offer four practical suggestions for higher education practitioners to collaborate with public libraries to broaden nontraditional, adult prospective students’ awareness of postsecondary opportunities.
Netflix的纪录片《校队蓝调行动:大学录取丑闻》(Operation Varsity Blues: The College Admissions Scandal)展示了大学录取，尤其是精英大学，是如何偏袒特权阶层的。总体而言，较高的教育程度有利于见多识广的人。在获得大学学位方面，未来的学生有很多选择，其中一些更明显的选择(例如营利性机构)导致非传统学生浪费时间和金钱。因此，高等教育专业人员必须就他们的选择对未来的学生进行教育——有时是在非传统的地点。当地的公共图书馆就是这样一个不常见的地方，但却是接触成年学生的理想场所。本文从一名前高等教育招生和咨询专业的图书馆学教师的角度出发，提出公共图书馆在隔离后重新开放是高校建立合作伙伴关系招收成人学生的一个时机。在讨论了非传统学生的学位获得、经历的障碍和成人公共图书馆的服务之后，我为高等教育从业者提供了四条实用的建议，以与公共图书馆合作，扩大非传统的成人准学生对高等教育机会的认识。
{"title":"Public Libraries: Your Partner in Increasing College Literacy Among Nontraditional Prospective Students","authors":"Africa S. Hands","doi":"10.1177/10451595211069092","DOIUrl":"https://doi.org/10.1177/10451595211069092","url":null,"abstract":"The Netflix docudrama, Operation Varsity Blues: The College Admissions Scandal, illustrates how college admissions, particularly at elite colleges, favors the privileged. Higher educational attainment overall favors the informed. Prospective students have many options when it comes to earning a college degree, with some of the more visible options (e.g. for-profit institutions) to degree attainment resulting in time and money wasted for nontraditional students. Thus, higher education professionals must educate prospective students on their options—sometimes at nontraditional locations. The local public library is one such uncommon, yet ideal location for reaching adult prospective students. Written from the perspective of a former higher education admission and advising professional now library science faculty, this article proposes that the reopening of public libraries post-quarantine is an opportune moment for colleges and universities to create partnerships to recruit adult students. Following a discussion of degree attainment among nontraditional students, barriers experienced, and public library services for adults, I offer four practical suggestions for higher education practitioners to collaborate with public libraries to broaden nontraditional, adult prospective students’ awareness of postsecondary opportunities.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74912908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-03DOI: 10.1177/10451595211055718
M. Heidari-Shahreza
Humor is often treated as a white elephant in the classroom. It is a taken-for-granted aspect of education in a negative sense: Some teachers and researchers frown upon humor as a trivial by-product of class interaction and a digression from the serious business of adult learning. They are predominantly hardwired to disregard humor as off-task, disruptive behavior that should be avoided or briefly laughed away (Bell, 2011). In more humanistic educational contexts, humor may be welcomed, and having a sense of humor might even be encouraged. Nevertheless, the beneficial effects of the fun factor are not usually well-understood and well-invested in such contexts (see Bell, 2011; Heidari-Shahreza, 2021).Humor is largely perceived as and categorized under those I know it when I see it concepts; most teachers assume they are already familiar with humor. More often than not, we underestimate how far humor can go in education (see Banas et al., 2011). In Mark Twain’s words, “laughter is the greatest weapon we have and we, as humans, use it least.”About 5 years ago, I had almost the same intuitive assumption and teaching practice with regard to humor. However, the academic burnout I experienced (and witnessed) was a turning point in my teaching practice and research. I began to appreciate the farreaching potential of humor. In what follows, I will reflect on my 5-year experience of engaging in pedagogical humor, from the perspective of a teacher and researcher who works in the adult language education of Iran.
幽默在课堂上经常被视为累赘。从消极的意义上说，幽默是教育中理所当然的一个方面:一些教师和研究人员不赞成幽默，认为它是课堂互动的一个微不足道的副产品，是对成人学习严肃事务的一种偏离。他们主要是天生的忽视幽默作为任务外的，破坏性的行为，应该避免或短暂的笑走(贝尔，2011)。在更多的人文教育背景下，幽默可能是受欢迎的，幽默感甚至可能被鼓励。然而，在这种情况下，乐趣因素的有益影响通常没有得到很好的理解和投资(参见Bell, 2011;Heidari-Shahreza, 2021)。幽默在很大程度上被认为并归类于那些我一看到就知道的概念;大多数老师认为他们已经很熟悉幽默了。我们往往低估了幽默在教育中的作用(见Banas et al.， 2011)。用马克·吐温的话来说，“笑是我们拥有的最伟大的武器，而我们人类却最少使用它。”大约5年前，我对幽默有着几乎相同的直觉假设和教学实践。然而，我所经历(和目睹)的学术倦怠是我教学实践和研究的转折点。我开始欣赏幽默的深远潜力。接下来，我将从一名从事伊朗成人语言教育的教师和研究人员的角度，反思我从事幽默教学的5年经验。
{"title":"Rising from the Ashes of Academic Burnout: Beneficial Effects of Humor in Adult Education","authors":"M. Heidari-Shahreza","doi":"10.1177/10451595211055718","DOIUrl":"https://doi.org/10.1177/10451595211055718","url":null,"abstract":"Humor is often treated as a white elephant in the classroom. It is a taken-for-granted aspect of education in a negative sense: Some teachers and researchers frown upon humor as a trivial by-product of class interaction and a digression from the serious business of adult learning. They are predominantly hardwired to disregard humor as off-task, disruptive behavior that should be avoided or briefly laughed away (Bell, 2011). In more humanistic educational contexts, humor may be welcomed, and having a sense of humor might even be encouraged. Nevertheless, the beneficial effects of the fun factor are not usually well-understood and well-invested in such contexts (see Bell, 2011; Heidari-Shahreza, 2021).Humor is largely perceived as and categorized under those I know it when I see it concepts; most teachers assume they are already familiar with humor. More often than not, we underestimate how far humor can go in education (see Banas et al., 2011). In Mark Twain’s words, “laughter is the greatest weapon we have and we, as humans, use it least.”About 5 years ago, I had almost the same intuitive assumption and teaching practice with regard to humor. However, the academic burnout I experienced (and witnessed) was a turning point in my teaching practice and research. I began to appreciate the farreaching potential of humor. In what follows, I will reflect on my 5-year experience of engaging in pedagogical humor, from the perspective of a teacher and researcher who works in the adult language education of Iran.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76392296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-01DOI: 10.1177/10451595211050072
Julie M. Galliart, E. Thornton, Robin Freeman, Susan Bradley Pospisil, Brendan Csaposs, Kathleen Dorn, James Eller, Kenda S. Grover
Students face multiple stressors while earning their doctorates. Since peer support is a common recommendation for easing this stress, we realized graduate students, faculty, and academic program administrators might have interest in how our cohort used group messaging to facilitate peer support early in our studies. We conducted a thematic analysis examining how group messaging helped new doctoral students in a hybrid program maintain ongoing engagement with course content and build interpersonal relationships. McClusky’s Theory of Margin provided a theoretical framework for this project. Results of thematic analysis emphasize that students utilized this communication medium to reach out to peers for support and to form interpersonal relationships with peers at a distance.
{"title":"Using Group Messaging to Facilitate Peer Support Among Early Doctoral Students: A Thematic Analysis of One Cohort’s Text Messages","authors":"Julie M. Galliart, E. Thornton, Robin Freeman, Susan Bradley Pospisil, Brendan Csaposs, Kathleen Dorn, James Eller, Kenda S. Grover","doi":"10.1177/10451595211050072","DOIUrl":"https://doi.org/10.1177/10451595211050072","url":null,"abstract":"Students face multiple stressors while earning their doctorates. Since peer support is a common recommendation for easing this stress, we realized graduate students, faculty, and academic program administrators might have interest in how our cohort used group messaging to facilitate peer support early in our studies. We conducted a thematic analysis examining how group messaging helped new doctoral students in a hybrid program maintain ongoing engagement with course content and build interpersonal relationships. McClusky’s Theory of Margin provided a theoretical framework for this project. Results of thematic analysis emphasize that students utilized this communication medium to reach out to peers for support and to form interpersonal relationships with peers at a distance.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76262643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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