Pub Date : 2023-08-16DOI: 10.1177/14779714231193740
I. Biao, Ditiro Tsimane
This article discusses the UNESCO concept of learning city in relation to the peculiarities of the African city. After reviewing earlier theoretical frameworks recommended for the promotion of learning city projects within sub-Saharan Africa, the article comes to the conclusion that those earlier theoretical frameworks are prescriptive. Upon further analysis of the peculiarities of the African city, the article opines that only within a reflexive theoretical framework that is supported by traditional African pedagogies would a learning city project in sub-Saharan Africa succeed.
{"title":"Towards a theory of African learning city","authors":"I. Biao, Ditiro Tsimane","doi":"10.1177/14779714231193740","DOIUrl":"https://doi.org/10.1177/14779714231193740","url":null,"abstract":"This article discusses the UNESCO concept of learning city in relation to the peculiarities of the African city. After reviewing earlier theoretical frameworks recommended for the promotion of learning city projects within sub-Saharan Africa, the article comes to the conclusion that those earlier theoretical frameworks are prescriptive. Upon further analysis of the peculiarities of the African city, the article opines that only within a reflexive theoretical framework that is supported by traditional African pedagogies would a learning city project in sub-Saharan Africa succeed.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42127145","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 : 2023-08-11DOI: 10.1177/14779714231196043
L. Pham, Thoa Thi Kim Dau, Thanh Thi Ngoc Tran, Hoa Anh Tran
In the context of Industry 4.0, research on lifelong learning intention (LLI) and adoption is valuable for developing a learning society. However, prior studies on LLI of adults have primarily focused on the impact of individual characteristics or environment sporadically. There is a lack of research approaching LLI of adults. In emerging markets like Vietnam, although lifelong learning is an essential competence, scholars have not focused on this issue. Therefore, this study has built a path model to explain factors affecting the LLI of Vietnamese adults in the business sector by integrating individual and social antecedents forming LLI. We empirically analyse the data obtained through a survey of 417 adults. The findings that are established using SmartPLS certify that attitude, social influence, perceived behavioural control, voluntariness and self-efficacy are significant determinants of both the perceived usefulness of lifelong learning (PUoLL) and LLI of adults. While jobs relevant in the business sector have impacted PUoLL, it is not directly the relation to LLI. The study establishes a strong positive influence of PUoLL on the LLI of adults in the business sector. The results provide important insights for policymakers, educators, scholars and learners to develop strategies for lifelong learning for adults.
{"title":"Lifelong learning intention of adults in business sector: A case study from Vietnam","authors":"L. Pham, Thoa Thi Kim Dau, Thanh Thi Ngoc Tran, Hoa Anh Tran","doi":"10.1177/14779714231196043","DOIUrl":"https://doi.org/10.1177/14779714231196043","url":null,"abstract":"In the context of Industry 4.0, research on lifelong learning intention (LLI) and adoption is valuable for developing a learning society. However, prior studies on LLI of adults have primarily focused on the impact of individual characteristics or environment sporadically. There is a lack of research approaching LLI of adults. In emerging markets like Vietnam, although lifelong learning is an essential competence, scholars have not focused on this issue. Therefore, this study has built a path model to explain factors affecting the LLI of Vietnamese adults in the business sector by integrating individual and social antecedents forming LLI. We empirically analyse the data obtained through a survey of 417 adults. The findings that are established using SmartPLS certify that attitude, social influence, perceived behavioural control, voluntariness and self-efficacy are significant determinants of both the perceived usefulness of lifelong learning (PUoLL) and LLI of adults. While jobs relevant in the business sector have impacted PUoLL, it is not directly the relation to LLI. The study establishes a strong positive influence of PUoLL on the LLI of adults in the business sector. The results provide important insights for policymakers, educators, scholars and learners to develop strategies for lifelong learning for adults.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42872963","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 : 2023-07-25DOI: 10.1177/14779714231191354
Hsiao-Mei Hu
Maintaining the abilities and utilizing, even developing the potential of older adults is currently one of the important issues in an aged society, and participation in education is an important method to maintain and develop the abilities of older adults. Exploring the factors that discourage older adults from participating in learning activities is important in promoting their educational participation. Therefore, this paper focuses on understanding why older adults may be reluctant to participate in learning activities. This study utilized an interview approach to gain an in-depth understanding of the perspectives of older adults, with 24 participants involved in the study. The interview data was analysed using open coding, axial coding, and selective coding for qualitative data analysis and to draw conclusions. The results indicated that older adults may be reluctant to participate in education, which may be influenced by factors such as age, physical condition, education level, economic status, lifestyle, interpersonal relationships, transportation, and the types of courses available. According to the findings, two important issues regarding older adult education were identified: personal difficulties and curriculum structure. Based on the research results, this study provides suggestions for future reference in planning older adult education.
{"title":"A Qualitative Study on Why Older Adults May Be Reluctant to Participate in Learning Activities","authors":"Hsiao-Mei Hu","doi":"10.1177/14779714231191354","DOIUrl":"https://doi.org/10.1177/14779714231191354","url":null,"abstract":"Maintaining the abilities and utilizing, even developing the potential of older adults is currently one of the important issues in an aged society, and participation in education is an important method to maintain and develop the abilities of older adults. Exploring the factors that discourage older adults from participating in learning activities is important in promoting their educational participation. Therefore, this paper focuses on understanding why older adults may be reluctant to participate in learning activities. This study utilized an interview approach to gain an in-depth understanding of the perspectives of older adults, with 24 participants involved in the study. The interview data was analysed using open coding, axial coding, and selective coding for qualitative data analysis and to draw conclusions. The results indicated that older adults may be reluctant to participate in education, which may be influenced by factors such as age, physical condition, education level, economic status, lifestyle, interpersonal relationships, transportation, and the types of courses available. According to the findings, two important issues regarding older adult education were identified: personal difficulties and curriculum structure. Based on the research results, this study provides suggestions for future reference in planning older adult education.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45260502","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 : 2023-07-13DOI: 10.1177/14779714231189617
B. Agyekum, Waad K. Ali, R. L. Afutu-Kotey
Diverse national and local policies represent efforts to guarantee inclusive and equitable quality education and provide lifelong learning for all (SDG4). Their effects have the potential to alter local access to education. There has been a lot of research on the factors that led certain universities to embrace distance learning programs in their local communities, but relatively little has been done to examine how these changes can affect the perceptions of the larger community approach to investigating public opinion. This study investigates community perceptions of distance learning through community learning centres in Ghana’s port city, Tema Metropolis – which supports various educational activities – using semi-structured interviews. Although community members expressed concerns about the possible socio-economic effects of learning centres, we discovered that individual students who used the learning centres were driven to pursue distance learning largely for its educational advantages. Our research demonstrates that the scope and speed of distance learning made possible by community learning centres has influenced local communities such as the Tema Metropolis and beyond. To guarantee that community learning centres encouraged by DE policy are administered effectively and fairly, such implications must be considered in research, policy, and planning.
{"title":"Continuing Education and Perception of Community Learning Centres: A Case Study of the University of Ghana Community Learning Centres, Ghana","authors":"B. Agyekum, Waad K. Ali, R. L. Afutu-Kotey","doi":"10.1177/14779714231189617","DOIUrl":"https://doi.org/10.1177/14779714231189617","url":null,"abstract":"Diverse national and local policies represent efforts to guarantee inclusive and equitable quality education and provide lifelong learning for all (SDG4). Their effects have the potential to alter local access to education. There has been a lot of research on the factors that led certain universities to embrace distance learning programs in their local communities, but relatively little has been done to examine how these changes can affect the perceptions of the larger community approach to investigating public opinion. This study investigates community perceptions of distance learning through community learning centres in Ghana’s port city, Tema Metropolis – which supports various educational activities – using semi-structured interviews. Although community members expressed concerns about the possible socio-economic effects of learning centres, we discovered that individual students who used the learning centres were driven to pursue distance learning largely for its educational advantages. Our research demonstrates that the scope and speed of distance learning made possible by community learning centres has influenced local communities such as the Tema Metropolis and beyond. To guarantee that community learning centres encouraged by DE policy are administered effectively and fairly, such implications must be considered in research, policy, and planning.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45249230","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 : 2023-06-15DOI: 10.1177/14779714231180298
M. K. Asamoah, J. Osafo, I. Biney, B. Agyekum
This is a qualitative study that employed exploratory design to inquire from 15 participants of Central University (Ghana) about their experience with the COVID-19 pandemic in Ghana. An in-depth interview was conducted, and data were analyzed using thematic analysis. The findings indicate that participants experienced fear expressed in four key domains reported under four key themes thus: Experiencing psychological distress; Burden of economic hardships; Fear of inefficient health system; and Educational disruptions and worries involved in online teaching and learning. The study concludes that the upsurge of COVID-19 has triggered psychological, economic, and educational conundrums that have to be addressed. This paper contributes to the growing body of studies on COVID-19 and effects on lecturers and students. The burgeoning evidence of the mental health distress following COVID-19 should be a wake-up call for universities and Ghana as a whole to invest both in infrastructure and manpower in this area of health care delivery. Vaccine hesitancy research must be conducted to improve upon health educational campaigns. The significant disruption from the pandemic is a fair warning to all stakeholders to make educational e-learning infrastructure resilient against similar future shocks. The implications of the findings for health and educational policies in Ghana are addressed.
{"title":"Psychological and educational effects of the COVID-19 pandemic on online students and faculty of a ghanaian university","authors":"M. K. Asamoah, J. Osafo, I. Biney, B. Agyekum","doi":"10.1177/14779714231180298","DOIUrl":"https://doi.org/10.1177/14779714231180298","url":null,"abstract":"This is a qualitative study that employed exploratory design to inquire from 15 participants of Central University (Ghana) about their experience with the COVID-19 pandemic in Ghana. An in-depth interview was conducted, and data were analyzed using thematic analysis. The findings indicate that participants experienced fear expressed in four key domains reported under four key themes thus: Experiencing psychological distress; Burden of economic hardships; Fear of inefficient health system; and Educational disruptions and worries involved in online teaching and learning. The study concludes that the upsurge of COVID-19 has triggered psychological, economic, and educational conundrums that have to be addressed. This paper contributes to the growing body of studies on COVID-19 and effects on lecturers and students. The burgeoning evidence of the mental health distress following COVID-19 should be a wake-up call for universities and Ghana as a whole to invest both in infrastructure and manpower in this area of health care delivery. Vaccine hesitancy research must be conducted to improve upon health educational campaigns. The significant disruption from the pandemic is a fair warning to all stakeholders to make educational e-learning infrastructure resilient against similar future shocks. The implications of the findings for health and educational policies in Ghana are addressed.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43248127","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 : 2023-06-12DOI: 10.1177/14779714231176173
Lisa Modenos
In this paper, I explore the ways that educators can nurture transformative learning for adult students by engaging emotions, particularly shame. I discuss how shame mitigates adult student experiences, successes, and failures in higher education, and how a relational pedagogy of vulnerability can support adult learners. This approach not only helps adult learners but reifies liberatory education for students and teachers alike, challenging hegemonic norms in higher education that often limit and exclude adult learners.
{"title":"Shame and Adult Learners","authors":"Lisa Modenos","doi":"10.1177/14779714231176173","DOIUrl":"https://doi.org/10.1177/14779714231176173","url":null,"abstract":"In this paper, I explore the ways that educators can nurture transformative learning for adult students by engaging emotions, particularly shame. I discuss how shame mitigates adult student experiences, successes, and failures in higher education, and how a relational pedagogy of vulnerability can support adult learners. This approach not only helps adult learners but reifies liberatory education for students and teachers alike, challenging hegemonic norms in higher education that often limit and exclude adult learners.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47690184","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 : 2023-05-29DOI: 10.1177/14779714231180300
Abigail M Holder, Nicholas C. Derzis, Margaret Shippen, Jinhee Park
In 2018, the Bureau of Justice Statistics released the results of a nine-year longitudinal study that among 412,731 inmates released in 2005, 84% of them were rearrested. This high recidivism rate shows a clear need for reentry intervention to reduce these rates. A key part of reentry intervention should include career readiness, which helps individuals attain skills and education that are congruent to the skills needed in the labor force. Providing career assistance and interventions to those entering the workforce is understanding an individual’s desire and motivation in career and education, and negative career thoughts predict job attainment and satisfaction. The purpose of this study was to examine the career thoughts of incarcerated students and determine if intersections of their identities effect their career thoughts using the Career Thoughts Inventory and demographic information. The intersections examined include (a) re-offense, (b) disability status, (c) education level, and (d) employment experience. This study focuses on investigating the career thoughts of incarcerated students at a technical college serving only incarcerated adults. Results of this study indicate that these intersections do not have a significant difference with incarcerated students’ career thoughts.
{"title":"Career Thoughts of Incarcerated Students","authors":"Abigail M Holder, Nicholas C. Derzis, Margaret Shippen, Jinhee Park","doi":"10.1177/14779714231180300","DOIUrl":"https://doi.org/10.1177/14779714231180300","url":null,"abstract":"In 2018, the Bureau of Justice Statistics released the results of a nine-year longitudinal study that among 412,731 inmates released in 2005, 84% of them were rearrested. This high recidivism rate shows a clear need for reentry intervention to reduce these rates. A key part of reentry intervention should include career readiness, which helps individuals attain skills and education that are congruent to the skills needed in the labor force. Providing career assistance and interventions to those entering the workforce is understanding an individual’s desire and motivation in career and education, and negative career thoughts predict job attainment and satisfaction. The purpose of this study was to examine the career thoughts of incarcerated students and determine if intersections of their identities effect their career thoughts using the Career Thoughts Inventory and demographic information. The intersections examined include (a) re-offense, (b) disability status, (c) education level, and (d) employment experience. This study focuses on investigating the career thoughts of incarcerated students at a technical college serving only incarcerated adults. Results of this study indicate that these intersections do not have a significant difference with incarcerated students’ career thoughts.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44394112","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 : 2023-04-25DOI: 10.1177/14779714231170528
I. Traina, A. Mannion, S. Gilroy, G. Leader
This systematic review aimed to determine what existing job transition programs are evidence-based and methodologically founded. The PRISMA method was used for the review, and the inclusion criteria were to include studies where there were a description of transition programs and functional curriculum for acquiring employment competences; internship experiences in employment context; single-case or group-design studies with youths as participants; and diagnosis of intellectual disability. Forty-six studies were initially selected, and three final articles met all the criteria set for assessing the methodology quality. Although the review results show that more research is needed to provide empirical programs for enhancing the acquisition of employment capabilities, some evidence emerged from the analysis of studies. These concern mainly four aspects: curriculum contents facilitating the development of self-determination and the acquirement of job-related skills, chance to have individualized internships, support of job coaches, and technological solutions and programs anchored in community-based settings.
{"title":"Systematic Review of Job Transition Programs Addressed to Youths With Intellectual Disability","authors":"I. Traina, A. Mannion, S. Gilroy, G. Leader","doi":"10.1177/14779714231170528","DOIUrl":"https://doi.org/10.1177/14779714231170528","url":null,"abstract":"This systematic review aimed to determine what existing job transition programs are evidence-based and methodologically founded. The PRISMA method was used for the review, and the inclusion criteria were to include studies where there were a description of transition programs and functional curriculum for acquiring employment competences; internship experiences in employment context; single-case or group-design studies with youths as participants; and diagnosis of intellectual disability. Forty-six studies were initially selected, and three final articles met all the criteria set for assessing the methodology quality. Although the review results show that more research is needed to provide empirical programs for enhancing the acquisition of employment capabilities, some evidence emerged from the analysis of studies. These concern mainly four aspects: curriculum contents facilitating the development of self-determination and the acquirement of job-related skills, chance to have individualized internships, support of job coaches, and technological solutions and programs anchored in community-based settings.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43958858","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 : 2023-04-20DOI: 10.1177/14779714231170755
Patric Raemy, Lona Widmer, Antje Barabasch
This study’s goal was to explore how new learning cultures might capture the many new needs of the retail industry sector and how apprentices can be trained for future work. Due to the inductive nature of this study, we found a rather implicit but important role of vocational education and training in retail that promotes the social advancement of apprentices with diverse social backgrounds. The narratives of 45 interviews with various actors involved in workplace training in one of the largest Swiss retail company revealed (1) how low-threshold and equitable access to training enables participatory engagement and self-determined success, (2) how trainers identify with social roles that are not explicitly required but are relevant for apprentices, and (3) how apprentices are given many opportunities during and after training to increase their social status. The study also revealed hindering factors such as the time and effort for the implementation of a new learning culture that affects all actors involved in workplace training. Second, are resistant negative social reproduction cycles and the heterogeneity of social backgrounds among the apprentices. Bridging this gap is simultaneously a goal and challenge for workplace training.
{"title":"“Those Who Would Have Drifted Off Somewhere…” promoting social advancement with new learning cultures in retail","authors":"Patric Raemy, Lona Widmer, Antje Barabasch","doi":"10.1177/14779714231170755","DOIUrl":"https://doi.org/10.1177/14779714231170755","url":null,"abstract":"This study’s goal was to explore how new learning cultures might capture the many new needs of the retail industry sector and how apprentices can be trained for future work. Due to the inductive nature of this study, we found a rather implicit but important role of vocational education and training in retail that promotes the social advancement of apprentices with diverse social backgrounds. The narratives of 45 interviews with various actors involved in workplace training in one of the largest Swiss retail company revealed (1) how low-threshold and equitable access to training enables participatory engagement and self-determined success, (2) how trainers identify with social roles that are not explicitly required but are relevant for apprentices, and (3) how apprentices are given many opportunities during and after training to increase their social status. The study also revealed hindering factors such as the time and effort for the implementation of a new learning culture that affects all actors involved in workplace training. Second, are resistant negative social reproduction cycles and the heterogeneity of social backgrounds among the apprentices. Bridging this gap is simultaneously a goal and challenge for workplace training.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41305923","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 : 2023-04-18DOI: 10.1177/14779714231170537
R. Cox
This article explores the perspectives of immigrant student-parents who pursued post-secondary education at one community college in the Lower Mainland of British Columbia, Canada. Drawing from interviews with 10 women who had immigrated to Canada as adults, this analysis focuses on the experiences and pathways of the immigrant student-mothers into career preparation programs at the college. The accounts of these women illuminate tensions among the multiple identities that they navigated in the process of making a new life in Canada. Key themes I explore from their accounts include narratives of job downgrading and underemployment; the gendered complexity of navigating post-migration employment and child-rearing; and the emotional weight of navigating multiple identities as college students. Ultimately, this analysis highlights the emotional labor undertaken by immigrant mothers in a larger system of inequities in immigration, employment, and education.
{"title":"Navigating Intersecting and Conflicting Identities: Experiences of Immigrant Mothers at a Canadian College","authors":"R. Cox","doi":"10.1177/14779714231170537","DOIUrl":"https://doi.org/10.1177/14779714231170537","url":null,"abstract":"This article explores the perspectives of immigrant student-parents who pursued post-secondary education at one community college in the Lower Mainland of British Columbia, Canada. Drawing from interviews with 10 women who had immigrated to Canada as adults, this analysis focuses on the experiences and pathways of the immigrant student-mothers into career preparation programs at the college. The accounts of these women illuminate tensions among the multiple identities that they navigated in the process of making a new life in Canada. Key themes I explore from their accounts include narratives of job downgrading and underemployment; the gendered complexity of navigating post-migration employment and child-rearing; and the emotional weight of navigating multiple identities as college students. Ultimately, this analysis highlights the emotional labor undertaken by immigrant mothers in a larger system of inequities in immigration, employment, and education.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42245833","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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