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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.

Theory and research provide insight into the characteristics, needs, and teaching preferences of adult learners in the college classroom. This chapter provides an overview of the literature on adult learning and education theory, along with recommendations for practice. (Contains 46 references.) (Author)

Summarizes themes in this issue on effective teaching of adults: acknowledging multiple valid teaching perspectives, reflecting on beliefs and practices, teaching responsively, and challenging the status quo. (Contains 28 references.) (SK)

Men's and women's sociocultural experiences typically led them to develop as adults via different pathways. Adult education provides the opportunity for new life choices that can lead to becoming a fully integrated person. (SK)

Interviews were conducted with university students aged 24-79, including 12 African-American females, six African-American males, three Hispanic females, and two Hispanic males. Responses identified motivation, access issues, and their needs as minorities and as adults, resulting in recommendations for improving the campus environment, support services, and recruiting methods. (SK)

In interviews, 8 novice and 10 experienced extension educators discussed problem situations. Results supported Schon's theory that reflective practitioners use constructivist problem solving, nonreflective practitioners an instrumentalist approach. Whether novices or experts, reflective practitioners develop expertise through reflection-in-action and reflection-on-action. (SK)

Includes "Multicultural Issues in Adult Education: Where We've Come from, Where We Are Now, Where We're Going" (Ross-Gordon) and "Multiculturalism and Adult Education: Questions to Guide Our Research" (Merriam). (SK)

Project STRIDE (Services for Transition to Independence through Education) included development of individualized transition plans for adults with learning disabilities; a year of full-time training; and a second year of training with transition to job placement and follow up. Interviews with 19 completers and 10 teachers found that most students obtained employment and were positive about mixed-age classes. (SK)

Recent adult education research shows little interest in racial and ethnic minorities. Suggested areas for investigation include early learning experiences, adult development, self-directed learning, learning and teaching styles, classroom environment, and intergroup relations. Diverse research methods, particularly naturalistic inquiry and participatory research, are recommended. (SK)

Effective programs for culturally diverse groups preserve cultural distinctiveness, accommodate preferred learning strategies and environments, use existing social networks, empower learners, emphasize lifelong learning, support family involvement, reach the most disenfranchised people, obtain creative financing, and develop the cultural sensitivity of staff members. (SK)

The influx of minorities into the workplace requires attention to their participation in workplace training, to race relations and organizational culture, and to potential communication difficulties. Human resource professionals must address cultural diversity issues as they affect the attainment of organizational goals. (SK)

Demographic trends and data on minority participation in adult education suggest inequities in access. Theoretical explanations should attend to sociocultural forces affecting motivation and models of practice in minority communities must be based on understanding of the sociocultural context. (43 references) (SK)

Adult students have been a growing presence on college campuses during recent decades and there are numerous indicators that these students, often referred to as 'nontraditional,' constitute a significant proportion [...]

Adult education as a field has long espoused ideals of equity in educational opportunity. In recent years, there has been considerable debate regarding the degree to which our practice lives […]