Examining the Perspectives of Adult Working Learners and Key Stakeholders Using Critical Race Theory

Autor/inn/en	Jacobs, Gloria E.; Castek, Jill; Harris, Kathy; Vanek, Jen
Titel	Examining the Perspectives of Adult Working Learners and Key Stakeholders Using Critical Race Theory
Quelle	In: Higher Education, Skills and Work-based Learning, 12 (2022) 6, S.1108-1121 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jacobs, Gloria E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-3896
DOI	10.1108/HESWBL-08-2021-0158
Schlagwörter	Adult Students; Adult Learning; Student Attitudes; Workplace Learning; Minority Groups; Service Occupations; Employer Attitudes; Job Skills; Experiential Learning; Prior Learning; Critical Race Theory; Educational Opportunities; Adult Education; Labor Force Development; Equal Education; Cultural Capital + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Adulte education; Adult training; Erwachsenenbildung; Schülerverhalten; Ethnische Minderheit; Dienstleistungsberuf; Arbeitgeberinteresse; Produktive Fertigkeit; Experiental learning; Erfahrungsorientiertes Lernen; Vorkenntnisse; Bildungsangebot; Bildungschance; Education; Adult basic education; Arbeitskräftebestand
Abstract	Purpose: This article reports on a critical race theory (CRT) analysis of the perspectives of providers of employer-supported educational opportunities and adult learners, who identified as Black, indigenous or as a person of color, and were employed in service industries. Design/methodology/approach: A review of the literature was used to shape an initial interview protocol. Data were collected from working learners in retail, hospitality, restaurants and healthcare industries. An "a priori" coding scheme that drew from CRT was applied to transcripts during analysis. Findings: Analysis revealed that working learners' skills, experiential knowledge, learning mindset, language flexibility and knowledge gained from previous learning experiences were not consistently acknowledged by employers. CRT analysis illustrated that endemic racism exists within educational opportunities and in workplace learning. Originality/value: CRT has not been widely used to examine adult education practice, especially for workforce development and employer-based education programs. This research expands the use of CRT in adult education and encourages critical conversations around equity in learning opportunities offered by employers. CRT informed data analysis uncovered barriers to equitable learning opportunities and workplace learning. A discussion of inequities in work-based learning illustrates there is insufficient awareness of implicit bias, which points to the need for initiatives focused on social justice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01