Introducing the Black Male Adult Learner Success Theory

Autor/in	Goings, Ramon B.
Titel	Introducing the Black Male Adult Learner Success Theory
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 71 (2021) 2, S.128-147 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goings, Ramon B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713620959603
Schlagwörter	Undergraduate Students; African American Students; Males; Adult Students; Academic Achievement; Student Experience; Adult Learning; Success; Adult Education; Self Concept; Goal Orientation; Achievement Need; Racial Identification; Masculinity; Social Influences; Family Environment + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Adult; Adults; Erwachsenenalter; Schulleistung; Studienerfahrung; Adulte education; Adult training; Erwachsenenbildung; Erfolg; Education; Adult basic education; Selbstkonzept; Zielorientierung; Zielvorstellung; Männlichkeit; Sozialer Einfluss; Familienmilieu
Abstract	Given the preponderance of deficit-oriented discourse about Black men and adult learners in higher education, there have not been theoretical frameworks put forth to explain the success of Black male adult learners in higher education. Thus, this article describes the Black male adult learner success theory, which builds on Gilman Whiting's scholar identity model and Urie Bronfenbrenner's bioecological system theory and was developed as a lens to examine the unique experiences of Black male adult learners in higher education and the impact of their various environments on their academic success. In response to the call for action from adult education scholars, this article introduces an asset-based theoretical approach for researchers to use when studying Black male adult learners. The article provides implications for using the Black male adult learner success theory for policy and practitioners. The article ends with providing future recommendations for research based on the theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01