Social Networks and Community Support: Sustaining Women in Need of Community-Based Adult Education Programs

Autor/in	Albertini, Velmarie L.
Titel	Social Networks and Community Support: Sustaining Women in Need of Community-Based Adult Education Programs
Quelle	In: New Directions for Adult and Continuing Education, (2009) 122, S.23-32 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-2891
DOI	10.1002/ace.331
Schlagwörter	Low Income Groups; Females; Community Education; Literacy Education; Illiteracy; Adult Basic Education; Interdisciplinary Approach; Barriers; Adult Learning; Womens Education; Adult Students; Social Networks; Educational Needs; General Educational Development Tests + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Analphabetismus; Adult; Adults; Education; Adult education; Erwachsenenbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Adulte education; Adult training; 'Women''s education'; Frauenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Social network; Soziales Netzwerk; Educational need; Bildungsbedarf
Abstract	Life for uneducated women involves contending with myriad barriers to economic self-sufficiency. The average income for individuals without at least a high school diploma or GED is about $18,734. That income level falls close to the poverty line established by the federal government for a family of three or more. Further compounding the problem for women is the fact that adjustments in the U.S. economy have resulted in significant reductions in labor market opportunities for high school dropouts. It is crucial that educators in literacy programs and other professionals in social service delivery systems realize the complexity of women's limitations in their social networks and community support systems. In this chapter, the author focuses on women in need of community education programs, specifically general educational development (GED), English as a second language (ESL), adult basic education (ABE), and workforce development. The author explores social networks and learning programs necessary for facilitating the transition of this group of women to sustainable employment. The author argues that support systems for low-literate women must take on a more integrated approach, one that combines efforts of those in academic environments with those in social work to discover greater insights into personal, family, and broader social structures that are the root causes of illiteracy among women. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10