RUcore Resource Object
RUcore Resource Object
PDF-1(2.01 MB)
TitleEngaging out-of-school males in learning
NameSchwartz, Joan Marie (author), Belzer, Alisa (chair), Beder, Hal (internal member), Abu El-Haj, Thea (internal member), Rutgers University, Graduate School of Education,
Degree Date2010-05
Date Created2010
SubjectSocial and Philosophical Foundations of Education,
Adult education--Evaluation,
High school dropouts--New York (State)--New York,
General educational development tests,
Adult learning--New York (State)--New York,
Youth with social disabilities--Education--New York (State)--New York,
Young men--Education
DescriptionThis ethnographic study examined how one adult education center engaged out-of school males (16-25 years old) in learning. Drawing from a learner-centered paradigm, the author reflected on her journey to the problem through her own school experience as well as her years with out-of-school youth in community settings. The literature review covers four areas – scope of the high school dropout problem, engagement, emergent adulthood, and programs currently attempting to engage this population. Research was conducted at The Downtown Learning Center in Brooklyn, New York.
The four findings of this study centered on components of the “web”, or adult education center that engaged the young men in learning. Affective relationship, interior
and exterior space, and learning activities promoting engagement are the “threads” that re-engaged the young men in learning. In addition to these threads, the study reveals continued threats to this re-engagement. These findings have potential implications for teacher professional development and program design for adult education centers and schools attempting to re-engage this population in learning.
The four findings of this study centered on components of the “web”, or adult education center that engaged the young men in learning. Affective relationship, interior
and exterior space, and learning activities promoting engagement are the “threads” that re-engaged the young men in learning. In addition to these threads, the study reveals continued threats to this re-engagement. These findings have potential implications for teacher professional development and program design for adult education centers and schools attempting to re-engage this population in learning.
NoteEd.D.
NoteIncludes abstract
NoteIncludes bibliographical references
NoteVita
Noteby Joan Marie Schwartz
Genretheses
Persistent URLhttp://hdl.rutgers.edu/1782.2/rucore10001500001.ETD.000052893
LanguageEnglish
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.