"It Feels Like a Little Family to Me": Social Interaction and Support among Women in Adult Education and Family Literacy

Autor/inn/en	Prins, Esther; Toso, Blaire Willson; Schafft, Kai A.
Titel	"It Feels Like a Little Family to Me": Social Interaction and Support among Women in Adult Education and Family Literacy
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 59 (2009) 4, S.335-352 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713609331705
Schlagwörter	Adult Education; Interpersonal Relationship; Family Literacy; Womens Education; Womens Studies; Social Support Groups; Social Indicators; Poverty Programs; Social Networks; Well Being; Case Studies; Interviews; Participant Satisfaction; Participant Characteristics + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; 'Women''s education'; Frauenbildung; Social support; Soziale Unterstützung; Social indicator; Sozialer Indikator; Armenfürsorge; Social network; Soziales Netzwerk; Well-being; Wellness; Wohlbefinden; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik
Abstract	Supportive social relationships are an important dimension of marginalized women's participation in community-based adult education programs. However, policy makers and researchers often consider these social dimensions to be tangential or secondary to instrumental outcomes such as obtaining employment or increasing standardized test scores. Drawing on two qualitative studies of family literacy programs in the Northeastern United States, this article examines the importance of social interaction and support for women in poverty. The study reveals that, for women with limited social support and social ties, family literacy programs afforded a social space that enabled them to leave the house, enjoy social contact and mutual support with peers, establish supportive relationships with teachers, and pursue self-discovery and development. The article concludes that nonformal adult education and family literacy programs play an important role in helping women in poverty receive social support and in turn enhancing their psychosocial well-being. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10