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Transitional barriers from adult education to postsecondary education in California
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Transitional Barriers From Adult Education To Postsecondary Education in California
Kristopher George Acevedo
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
August 2024
© Copyright by Kristopher George Acevedo 2024
All Rights Reserved
The Committee for Your Full Name certifies the approval of this Dissertation
Maria Ott
Emma Diaz
Kimberly Ferrario, Committee Chair
Rossier School of Education
University of Southern California
2024
iv
Abstract
The economic disparity between college-educated individuals and those with less education has
become increasingly pronounced, leading to income inequality in the United States (Autor et al.,
2020). Adult learners entering the workforce often face significant educational gaps and lack of
preparation, hindering their success and impeding their ability to pursue the “American Dream.”
This dissertation seeks to examine the barriers encountered by adult learners transitioning from
adult education to community college in California. Utilizing qualitative case study
methodology, this research delves into the challenges faced by nontraditional, first-generation,
older adult students with diverse backgrounds who “successfully” transitioned from GP Adult
School to DM City College. Drawing on Schlossberg’s transition theory (moving in, moving
through, and moving out) and Bourdieu’s theory of social and cultural capital, the study
illuminates the multifaceted nature of these challenges. Through semi-structured interviews with
10 purposefully selected participants, conducted over a 2-week period, the study sheds light on
the daily experiences of adult learners navigating the transition process. Key findings underscore
the pivotal role of an educational advisor, the significance of fostering a sense of belonging, and
the transitional challenges related to limited social networks, unfamiliarity with the
postsecondary educational system, isolation, and lack of purpose. Additionally, the study
emphasizes the indispensable support of family systems and the commitment to selfimprovement. Recommendations aim to enhance access and opportunities for adult learners in
California, promoting equity in postsecondary education. This research contributes to the body of
work on adult education and serves as a valuable resource for educators and scholars, advocating
for the recognition and accommodation of the unique needs of adult learners within the
educational framework.
v
Acknowledgements
First and foremost, I humbly extend my heartfelt gratitude to God for His unwavering
guidance and blessings throughout this remarkable journey we call life. Thank you, Father, for
Your grace and love. “And I have been a constant example of how you can help those in need by
working hard. You should remember the words of the Lord Jesus: ‘It is more blessed to give
than to receive.’ Acts of the Apostles 20:35 NLT.” In Jesus’ name, amen!
As I reflect on the complexities of this journey, I find it both challenging and profoundly
important to express my gratitude to those who have contributed to the completion of this study
in significant ways. To each individual, I owe a debt of gratitude beyond words.
Dr. Kimberly Ferrario, my esteemed committee chair, I am deeply thankful for your
invaluable feedback, guidance, and steadfast support throughout this process. Your mentorship
has been a guiding light, shaping every aspect of this endeavor.
To Dr. Emma Diaz, honored subject-matter expert (SME) and mentor, your willingness
to nurture and guide me as a mentee, coupled with your consistent support throughout my
academic and career endeavors, have been invaluable. Your unwavering support and belief in my
abilities have been a constant source of encouragement. I am truly grateful for your wisdom and
guidance.
Dr. Maria Ott, respected committee member, your expertise in educational policy and
politics, combined with your insightful suggestions, have enriched this study immeasurably. I am
thankful for your time, support, and words of encouragement.
To my colleagues, whose camaraderie and support have made this journey not only
possible but also enjoyable, I extend my sincerest appreciation. Together, we have weathered the
challenges and celebrated the triumphs of the last 3 years. Here’s to the class of 2024!
vi
My deepest gratitude also goes to my village – my parents, Georgina Peña, David Martin,
and Christopher Acevedo, along with my siblings, Aaron, Ashley, Abigail, David, Isaiah, and my
niece, Ariana. Your unwavering encouragement and love have fueled my perseverance and
instilled in me the resilience to pursue my dreams relentlessly.
Lastly, but most importantly, I am profoundly grateful to my beloved wife, Dr. Ruby
Acevedo. Your unwavering support, encouragement, and sacrifices have been the cornerstone of
my journey. Your belief in me, and the fires you kept burning at home while I dived into
research and writing, have been my greatest source of strength. Your reminders of the impact my
journey has on others who share my identity – as a brown-skinned, dark haired, first-generation
Hispanic male scholar – underscore the vital importance of ‘representation and conversation’. Mi
amor, I owe this achievement as much to you as to myself. I love you!
And to my future children, I make a solemn vow to continue paving the way for our
family’s spiritual walk with Christ and academic legacy. Having broken generational curses and
barriers, I am filled with gratitude to God. Remember, “While I may be the first in our family to
attain a doctoral degree, I promise you, I won’t be the last!”
vii
Table of Contents
Abstract.......................................................................................................................................... iv
Acknowledgements..........................................................................................................................v
List of Tables ..................................................................................................................... ix
List of Figures......................................................................................................................x
Chapter One: Introduction to the Study...........................................................................................1
Background of the Problem .................................................................................................3
Organization Context and Mission ......................................................................................5
Purpose of the Study and Research Questions.....................................................................7
Importance of the Study.......................................................................................................8
Overview of Theoretical Framework and Methodology .....................................................9
Definitions..........................................................................................................................11
Organization of the Dissertation ........................................................................................13
Chapter Two: Literature Review ...................................................................................................15
The History of Adult Education in California ...................................................................16
The Restructuring of California Adult Education..............................................................20
Adult Students Within the California Community College System..................................26
Policies and Initiatives Influencing Postsecondary Education Transitions .......................27
Transitional Barriers From Adult Education to Postsecondary Education........................34
Theoretical Framework......................................................................................................41
Summary............................................................................................................................45
Chapter Three: Methodology.........................................................................................................47
Overview of Methodology.................................................................................................47
Data Sources ......................................................................................................................48
Credibility and Trustworthiness.........................................................................................52
viii
Ethics..................................................................................................................................54
The Researcher...................................................................................................................55
Limitations and Delimitations............................................................................................57
Chapter Four: Findings..................................................................................................................59
Participants.........................................................................................................................59
Participant Profiles.............................................................................................................62
Findings for Research Question 1: What Experiences Do Nontraditional, FirstGeneration, Older Adult Students Face As They Interact With Staff and Faculty When
Transitioning From GPAS to DMCC? ..............................................................................67
Discussion for Research Question 1 ..................................................................................86
Findings for Research Question 2: What Factors Do Nontraditional, First-Generation,
Older Adult Students Perceive Supported, or Hindered, Their Educational Transition
From GPAS to DMCC?.....................................................................................................87
Discussion for Research Question 2 ................................................................................103
Summary..........................................................................................................................104
Chapter Five: Discussion and Recommendations for Practice ....................................................106
Discussion of Findings.....................................................................................................107
Recommendations for Practice ........................................................................................115
Limitations and Delimitations..........................................................................................122
Recommendations for Future Research...........................................................................122
Conclusion .......................................................................................................................123
References....................................................................................................................................125
Appendix A: Interview Protocol for Nontraditional, First-Generation, Older Adult Students ...139
Introduction......................................................................................................................139
Sense of Belonging/Purpose ............................................................................................142
Closing Comments...........................................................................................................145
Appendix B: Study Information Sheet.........................................................................................146
ix
List of Tables
Table 1: What California Adult Education Provides.................................................................... 23
Table 2: California Adult Education Populations......................................................................... 25
Table 3: Participant Demographics............................................................................................... 61
Table 4: Connection of Research Questions to Findings and Literature .................................... 116
Table 5: Recommendation Timetable and Staff Responsible..................................................... 121
Table A1: Interview Protocol...................................................................................................... 142
x
List of Figures
Figure 1: Transitional Barriers From Adult Education to Earning a Postsecondary Education
at the Community College Level in California 43
1
Chapter One: Introduction to the Study
The problem of practice this study addresses are the transitional barriers from adult
education to earning a postsecondary education at the community college level in California.
Economic, demographic, and market trends today are continuously reshaping the landscape of
higher education and as higher educational professionals, we must ask ourselves how these
trends will affect the following key factors: organizations who depend highly on skilled
employees for intense success and growth; job hunters who need more than a high school
education to succeed in the workforce; and lastly, workers who are forced to, or decide to,
transition into new careers, thus describing the educational and labor force journey adult students
face when transitioning in and out of adult education systems (U.S. Department of Labor, 2007).
The U.S. Census Bureau Educational Attainment Data highlights that “in 2021, the highest level
of education of the population aged 25 and older (adult students) in the United States was
distributed as follows: 8.9% had less than a high school diploma or equivalent” (U.S. Census
Bureau, 2022). Unfortunately, a great economic divide has emerged between college-educated
workers and those with less education (Autor et al., 2020) as adult students who enter the
workforce are significantly less-educated, underprepared, and therefore, unsuccessful. With
educational wage differences greatly expanding and soaring income inequality deeply marking
the U.S. economy (Autor et al., 2020), adult students are missing opportunities in living the
‘American Dream’ due to a serious leak in the adult education-to-community college-toworkforce pipeline.
It is becoming more unlikely for adult students to earn a high school education, attend
college, successfully complete an associate degree, transfer to/graduate from a 4-year university,
and earn a living-wage in the workforce; adults in transition are often confused and in need of
2
assistance (Anderson et al., 2012). As a result, this is cutting adult student’s quality of life in half
as data shows that “workers who have higher levels of education typically earn more and have
lower rates of unemployment, compared with workers who have less education” (U.S. Bureau of
Labor Statistics, 2021). In order to meet the needs of this national-level problem of practice, we
must first acknowledge the transitional barriers from adult education to earning a postsecondary
education at the community college level in California. In doing so, this will provide equitable
and inclusive educational pathways to degree and credential attainment for an underserved
population of adult students as this will allow employers to identify new sources of talent (Los
Angeles Business Journal, 2022) thus, eliminating educational achievement gaps in adult
education, increasing student success rates and outcomes when earning a higher education for
adult students, and providing a sense of belonging within the workforce for adult students.
Adult education programs and community colleges across the state of California have
long served for over 170 years as the central practice point for adult students in refining their
academic proficiency while receiving vocational training (California Department of Education,
2005). California adult schools offer free to low-cost classes for adults 18 and older in the
following basic academic and workforce readiness skill areas: high school diploma, high school
equivalency certificates (general educational development [GED]/HiSET), learning about jobs,
learning to speak English, and learning how to become a U.S. citizen with the end goal of adult
students having the knowledge and skills necessary to participate effectively as U.S. citizens,
workers, parents, and family and community members (California Department of Education,
n.d.-b). However, although adult students have rigorously participated in adult school programs,
the overall completion rates are simply not enough to meet the demands of the economy;
unfortunately, this is also seen at the CCC level as college completion and transfer rates have
3
stagnated or even declined over the past decade (Cook et al., 2017). All in all, finding a solution
in successfully transitioning our historically marginalized adult student population from
California adult schools to CCC institutions is crucial for the workforce and our economy;
“California needs 1.1 million more workers with bachelor’s degrees by 2030 to keep up with
economic demand as more college graduates would mean higher incomes, greater economic
mobility, more tax revenue, and less demand for social services” (Cook et al., 2017, p. 3).
However, before we can move forward in advocating for our nontraditional, first-generation,
older adult students, we must look back and review the history of adult education in California.
Background of the Problem
Since the 1850’s, adult education in California has become an essential part of the state’s
educational system as the first recorded adult school was sponsored by the San Francisco Board
of Education in 1856 (California Department of Education, 2005). During this time, an evergrowing population of immigrant adult students relocated from Ireland, Italy, and China
(California Department of Education, 2005) to the great state of California, in hopes of learning
the English language, establishing citizenship, graduating from a prestigious university,
purchasing land, owning a business, and raising a family in ‘the land of the free’ where everyone
had enumerated rights; this was known as the American Dream. In response to the high volume
of immigrant families yearning for the American Dream, adult education programs were created
to assist adult students with assimilating to the United States culture via enrollment in
Americanization courses (California Department of Education, 2005). For instance, although
adult school night classes were taught in the basement of St. Mary’s Cathedral, these adult
classes consisted of elementary-level academic subjects and vocational subjects, such as drafting
4
and bookkeeping, as well as parent education, commercial courses, homemaking, trade, sociocivics, and agriculture (California Department of Education, 2005).
Throughout this era, California adult schools and community colleges were under one
administrative roof, yet, in the late 1960’s and early 1970’s, this all changed as the legislature
transferred governance of the community colleges from the State Board of Education to their
own board of governors (California Department of Education, 2015). Since then, adult education
has been shared between two educational systems; California K–12 school districts and CCC
districts. As of 2015, there are now 214 local education agencies and 112 community colleges
reporting adult education student enrollment (California Department of Education, 2015). With
this in mind, the California Community Colleges Chancellor’s Office (CCCCO) provided an
update to their vision for success - reducing equity gaps across all measures by 40% within 5
years, and to fully close those gaps within 10 years, thus making sure students from all
backgrounds succeed in reaching their goals and improving their families and communities,
while eliminating achievement gaps once and for all (CCCCO, 2021b). As the nation’s largest
system of higher education, with 116 colleges who serve more than 1.8 million students
annually, California community colleges exist to help traditionally underserved student groups
(students of color, low-income students, and returning adult students) improve their social and
economic mobility by providing skills-based career education needed to secure good-paying jobs
in order to build a thriving future, instead of a surviving one (CCCCO, 2022).
Nonetheless, 52% of students are 24 years old or younger (known as traditional-aged
students) and 48% of students are 25 years old or older (known as nontraditional aged adult
students) throughout the CCC system (CCCCO, 2021a). With such a high percentage of nearly
half of CCC students being nontraditional aged adult students, one must consider the transitional
5
barriers adult students suffer from when navigating from adult education to the CCC system, and
then to the workforce. For instance, “age acts as a surrogate variable that captures a large,
heterogeneous population of adult students who often have family and work responsibilities as
well as other life circumstances that can interfere with successful completion of educational
objectives; other variables typically used to characterize nontraditional [adult] students are
associated with their background (race and gender), residence (i.e., not on campus), level of
employment (especially working full time), and being enrolled in nondegree occupational
programs” (National Center for Education Statistics, n.d.). In sum, education stakeholders need
to reinforce the value of higher education in the community, cultivate interest in higher
education, connect higher education with social services, and facilitate employer connections in
order to uplift and better serve nontraditional adult students, thus improving their economic and
social mobility (Rash & Shain, 2020).
Organization Context and Mission
Both DM City College (DMCC) and GP Adult School (GPAS) were the main
organizations of focus for my research as I focused on adult students who have “successfully”
transitioned from GPAS to DMCC, and to the workforce, via adult education concurrent
enrollment practices. DMCC, a public Southern CCC, Hispanic and Minority Serving Institution,
and fully accredited by the Western Association of Schools & Colleges, is one of the oldest, 2-
year community colleges in the state of California. DMCC serves 25,000 students each year with
the majority of students being Hispanic at 60%. DMCC has a 100% acceptance rate and
currently offers 10 associates of arts degrees, five associates of science degrees, 20 associate
degrees for transfer, and 20 career and technical education certificates: 10 credit certifications
and 10 noncredit certifications (DMCC, 2023). Lastly, DMCC’s mission is to “provide excellent
6
educational opportunities and student support services that are responsive to the diverse needs of
its students and communities” (DMCC, 2023).
GPAS, a public Southern California adult school which is part of the California Adult
Education Program, is fully accredited by the Western Association of Schools & Colleges and is
one of the oldest adult schools in the state of California. GPAS currently offers the following
adult basic educational services to adult students: high school diploma in both English and
Spanish, GED test preparation in both English and Spanish, 10 career & technical education
programs (business office technology, computer skills, career preparation, automotive repair,
welding, construction training, security officer, medical assistant, medical terminology & billing,
and pharmacy technician), five levels of ESL (beginning, low-intermediate, intermediate, highintermediate, and advanced), U.S. citizenship preparation courses, and adult education
concurrent enrollment partnerships with DMCC. Lastly, GPAS’ mission is to “provide high
quality education to diverse adult student communities in pursuit of lifelong learning and career
advancement.”
Therefore, finding research in the transitioning process—GPAS to DMCC, and to the
workforce—will help California adult schools and community colleges bridge the gap between
job seekers and local economies with supporting and better serving adult student’s potential in
earning a postsecondary education at the community college level, thus functioning as powerful
engines of economic recovery and growth (Barrow & Gandal, 2022). In creating new “systems
and structures with a deliberate focus on better serving adult learners of color” (Barrow &
Gandal, 2022, para. 4), California educational institutions can address the following entrenched
inequities that adult students go through daily as they are seen as a marginalized population:
“juggling work, family and child care obligations, the desire to advance or redirect careers
7
through education, facing particular acute scheduling hurdles, financial challenges, structural
barriers, and numerous other roadblocks [learning ESL and having undocumented backgrounds]
that prevent them from persisting and earning postsecondary degrees at the rates needed to
achieve equitable student outcomes” (Barrow & Gandal, 2022, para. 5). Therefore, with both
organizations at the center of my research, I plan to contribute to the knowledge base focusing on
the educational and social disparity gaps in transitional barriers from adult education to earning a
postsecondary education at the community college level in California, thus establishing
generational wealth, resilience, and educational sustainability while putting a stop to institutional
and systemic racism for historically disadvantaged, and oppressed, nontraditional adult students.
Purpose of the Study and Research Questions
César Chávez once said, “We cannot seek achievement for ourselves and forget about
progress and prosperity for our community … Our ambitions must be broad enough to include
the aspirations and needs of others, for their sakes and for our own” (César Chávez Foundation,
2022). With that in mind, the purpose of this project is to explore the transitional barriers from
adult education to earning a postsecondary education at the community college level in
California. As individual higher educational professionals, we cannot sufficiently address the
needs of our adult student’s transitional experiences alone. Instead, as a collective state, we must
achieve more together in championing higher education success and rebuilding a more resilient,
diverse, and inclusive America (Hispanic Association of Colleges and Universities, 2022) for
adult students by showcasing cultural representation and conversations throughout our adult
education communities which will lead to our adult students thriving, instead of merely
surviving. As such, this study will focus on the following research questions:
8
1. What experiences do nontraditional, first-generation, older adult students face as they
interact with staff and faculty when transitioning from GPAS to DMCC?
2. What factors do nontraditional, first-generation, older adult students perceive supported,
or hindered, their educational transition from GPAS to DMCC?
Importance of the Study
It is crucial to focus on the transitional barriers from adult education to earning a
postsecondary education at the community college level in California for the purposes of equity
and access. For instance, as higher educational professionals, we must recognize that adult
students are constantly going through life-changing transitions and are often left burned out
which relates to their ability to love, work, and play (Anderson et al., 2012). As adult students
move through transition, this requires letting go of aspects of the self, letting go of former roles,
and learning new ones, thus creating life-transforming experiences which can literally bring
people back to life and create a new sense of belonging and purpose for adult students (Anderson
et al., 2012).
The consequences of not examining the transitional barriers from adult education to
earning a postsecondary education at the community college level in California would create
unsustainable environments for adult students to succeed in higher education as “the traditional
college-going experience was not designed with adult students of color in mind; inequitable
policies and practices, ranging from enrollment and placement processes to access to financial
aid and student services, send an unintentional message to these [adult] students that they don’t
belong and are not welcome in higher education” (REACH Collaborative, 2023). Nevertheless,
there is strong potential/promise in creating a standardized pathway for a successful transition
from the adult school to the community college for adult students, if only higher educational
9
professionals can first acknowledge this problem of practice. Accordingly, the research and
findings from this study will support the work of adult school and community college leaders
across the state of California in seeking to change the transition culture, thus easing the
transitional process from adult education to earning a postsecondary education at the community
college level in California.
Overview of Theoretical Framework and Methodology
This study will focus on Schlossberg’s transition theory (moving in, moving through, and
moving out) and Bourdieu’s theory of social and cultural capital as the theoretical frameworks
guiding this dissertation. On that basis, the following is a brief summary of Schlossberg’s
transition theory, along with Bourdieu’s theory of social and cultural capital, thus justifying the
appropriateness of the theories for transitional barriers from adult education to earning a
postsecondary education at the community college level in California.
Schlossberg’s Transition Theory
Schlossberg explains how adult learners continuously experience transitions and changes
that often require a new network of relationships and a new way of seeing oneself (Schlossberg,
1981). Schlossberg’s transition theory was created because a “need existed to develop a
framework that would facilitate an understanding of adults in transition” while connecting them
to the support they needed in order to cope with the process of living after going through a new
transition (Evans et al., 2010). In any transition for adult learners, the first stage is either moving
in or moving out (Anderson et al., 2012). Adult learners who move into a new situation, such as
attending a new educational environment, often have common agendas and needs; adult learners
need to become familiar with the new rules, regulations, norms, and expectations of that new
system as they are transitioning into new educational roles, building new educational
10
relationships, and are adapting to new educational routines for the first time (Anderson et al.,
2012).
Once adult learners are in a new situation, they confront barriers such as balancing old
activities with new activities and learning how to feel supported and challenged during their new
educational journey; this is known as the moving through period once adult learners “know the
ropes” (Anderson et al., 2012). As adult learners end one series of transitions, they start to look
forward to the next transition known as moving out (Anderson et al., 2012). As adult learners
experience the transition process, they will experience a period of disruption as old roles,
relationships, assumptions, and routines change and new ones evolve, and gradually, the
transition becomes fully-integrated and a period of stability is re-established (Anderson et al.,
2012).
Bourdieu’s Theory of Social and Cultural Capital
Bourdieu’s theory of social and cultural capital seeks to understand how social capital
refers to the collection of resources that equals social networks, relationships, and mutual
recognition that adult learners lack/need to acquire (Bourdieu & Passeron, 1977). Cultural capital
refers to the various types of knowledge, skills, and behaviors during the process of socialization
that adult learners lack/need to possess by virtue of being a part of a specific social group
(Bourdieu & Passeron, 1977). Bourdieu’s theory of social and cultural capital explains the
resources, knowledge, and assets needed in order to help adult learners climb up the social ladder
and facilitate social mobility, such as earning a postsecondary education at the community
college level in California (Bourdieu & Passeron, 1977).
11
Methodological Approach
I will be using the qualitative methodological approach as qualitative researchers study
natural environments and focus on “understanding how people make sense of and experience the
world around them” (Lochmiller & Lester, 2017, p. 92). In interviewing and questioning the
everyday experiences nontraditional, first-generation, older adult students face as they interact
with faculty in the classroom, and with academic counselors and educational advisors in
academic/cultural engagement centers, I am seeking to understand their social life as it unfolds in
its natural environment while focusing on their educational, mental, and academic lived
experiences when transitioning from GPAS to DMCC (Lochmiller & Lester, 2017). I will use the
following data collection method, structure, and instrument/protocol, in order to support and
answer my research questions: interviews.
Definitions
The following key terms are defined for relevance to this study and to clarify the
theoretical framework:
Adult education (AE), with both a capital A and a capital E, is defined by the “California
Education Code (EC) sections 52501, 52502, 52503 and California Code of Regulations, Title 5
Section 10560, allowing unified or high school districts to establish separate adult schools”
(California Department of Education, n.d.-a).
Adult education (ae), without capital letters, is a “public education program for all adults,
as adult schools offer free to low-cost classes for adults 18 and older; students can earn a high
school diploma, high school equivalency certificate, learn about jobs, learn to speak English, and
learn how to become a U.S. citizen” (California Department of Education, n.d.-b).
12
California Adult Education Program (CAEP), formerly known as the Adult Education
Block Grant (AEBG), was signed into law as AB104 in June 2015, and “provides adult
education state funding to regional consortia, county offices of education, school districts,
community colleges, and joint powers authorities consisting of community colleges, school
districts, or a combination of these to support the following programs: Adult Basic Education
(ABE), Adult Secondary Education, English as a Second Language and English Language Civics
Education (ESL; EL Civics), Short Term Career Technical Education (CTE), Adults with
Disabilities, Adults Entering or Reentering the Workforce, and Adults in Training Programs to
Support K–12 Child Success” (California Department of Education, n.d.-c).
Career technical education (CTE), also referred to as vocational education, is defined by
the California Department of Education as a “program of study that involves a multiyear
sequence of courses that integrates core academic knowledge with technical and occupational
knowledge to provide students with a pathway to postsecondary education and careers”
(California Department of Education, n.d-d.).
Educational advisors, at the community college district of focus, serve students via
counseling services, through the matriculation process, and various student success programs.
English as a second language (ESL): adult students with “limited English proficiency
take courses designed to enhance their skill level in speaking, listening, reading, writing,
mathematics, decision making and problem solving, and participation in job-specific career and
technical training” (CAEP, 2023c).
Nontraditional aged adult students: “52% of students are 24 years old or younger (known
as traditional-aged students) and 48% of students are 25 years old or older (known as
nontraditional aged adult students)” throughout the CCC system (CCCCO, 2021a).
13
Senate Bill 554 (SB 554), adult education concurrent enrollment: since the adoption of
SB 554 in 2019, “an adult student pursuing a high school diploma or a high school equivalency
certificate in California is authorized to enroll as a special part-time student at a community
college; this student receives credit-bearing college instruction and services at no tuition cost,
and the college increases enrollment and receives enhanced apportionment funding for
instruction” (Mollica & Simon, 2021).
Organization of the Dissertation
Chapter One provided an introduction to the study, background of the problem, the
organization context and mission, the purpose of the study and research questions, the
importance of the study, an overview of theoretical framework and methodology, and
definitions. In sum, all sections of chapter one align with the transitional barriers from adult
education to earning a postsecondary education at the community college level in California.
Overall, this dissertation will be organized into five chapters. Chapter Two will explore
the literature review (the history of adult education in California, the restructuring of California
adult education, adult students within the CCC system, policies & initiatives influencing
postsecondary education transitions, transitional barriers from adult education to postsecondary
education, and the theoretical frameworks, along with a chapter summary). Chapter Three will
outline an overview of methodology, including data sources, methods, participants,
instrumentation, data collection procedures, data analysis, credibility and trustworthiness, ethics,
the researcher (my positionality and my relationship to the problem of practice), and limitations
and delimitations. Chapter Four will focus on the findings/results and research questions of the
study, and finally, Chapter Five will cover the discussion of findings and results,
14
recommendations for practice, limitations and delimitations, recommendations for future
research, and the conclusion of the study, followed by the references.
15
Chapter Two: Literature Review
The problem of practice this study addresses are the transitional barriers from adult
education to earning a postsecondary education at the community college level in California.
Adult students moving from adult basic education programs at the adult school level, into higher
education programs at the community college level, often face substantial transitional challenges
as adult education goals vary from student to student (Alamprese, 2005). For instance, an adult
education student could be a 19-year-old woman interested in pursuing their high school
education, or a 90-year-old man interested in registering for a computer class (California
Department of Education, 2005). As such, transitional challenges for adult students range from
needing help with strengthening their academic, study, and time management skills as well as
needing assistance with “navigating enrollment and financial aid systems and other aspects of
college life” (Alamprese, 2005). That said, this study explores the lived experiences of former
nontraditional adult students in order to understand the factors that affected, supported or
hindered, their transition from the adult school to the community college.
This literature review is organized into five main sections. The first section addresses the
history of adult education in California, thus highlighting adult evening high schools, the
Division of Adult Education, federal vocational education training initiatives, and the separation
between California community colleges and adult education. The second section addresses the
restructuring of California adult education, thus highlighting state legislation governing the
CAEP, such as Assembly Bill 86 (AB 86) and Assembly Bill 104 (AB 104), as well as
highlighting the seven adult education programs in California and the demographics of
nontraditional adult students. The third section addresses adult students within the CCC system,
and the fourth section addresses policies and initiatives influencing postsecondary education
16
transitions for adult students, thus highlighting the Workforce Innovation & Opportunity Act
(WIOA), Title II: Adult Education & Family Literacy Act (AEFLA), Assembly Bill 705 (AB
705)/Assembly Bill 1705 (AB 1705), Credit for Prior Learning (CPL), Senate Bill 554 (SB 554),
EC 68130.5 (AB 540) and EC 76140, and noncredit instruction. Finally, the fifth section
addresses the transitional barriers from adult education to higher education, thus highlighting
ESL, unemployment, child care access and transportation, first-generation adult learners, and
cost of attendance. This chapter concludes with Schlossberg’s transition theory (moving in,
moving through, and moving out) and Bourdieu’s theory of social and cultural capital as they
both align with the transitional barriers from adult education to earning a postsecondary
education at the community college level in California. Nevertheless, we must first address the
historical context regarding how adult education became an essential part of education
throughout California.
The History of Adult Education in California
Since the late 1850’s, adult education has become an essential part of California’s
education system. In 1856, the first adult evening school opened in the basement of St. Mary’s
Cathedral in San Francisco, CA (California Department of Education, 2005) and provided
programming in elementary-level academic subjects with a focus on literacy and numeracy skills
and vocational pathways in areas such as drafting and bookkeeping (San Diego Continuing
Education, 2016). During this time, John Swett, the first principal of San Francisco’s adult
evening school from 1868 to 1871, “persuaded the school district’s governing body to offer adult
education courses and programs at zero cost to students” (San Diego Continuing Education,
2016). In 1885, adult evening schools began to expand all across the state of California from Los
Angeles to Oakland and San Jose (California Department of Education, 2005).
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Adult Evening High Schools
However, in 1907, adult evening high schools were challenged in court known as the
Board of Education of the City and County of San Francisco, Petitioner, v. Edward Hyatt,
California Superintendent of Public Instruction, Respondent case (Caselaw Access Project,
2018). Edward Hyatt refused to grant funds to Humboldt Evening School as the Board of
Education argued that adult evening high schools are a distinct class and should not be
“construed so as to prevent a school from having the status of a high school merely because its
sessions are held in the evening” (Caselaw Access Project, 2018). As a result, the State Supreme
Court ruled to give evening high schools the same status as regular high schools and the right to
exist as separate legal entities (California Department of Education, 2005). Furthermore, another
key piece in the timeline of adult education in California was the Part Time Education Act of
1919, which mandated that schools provide continuing education for minors and basic education
classes for adults (California Department of Education, 2005). Therefore, adult education was
officially recognized at the state level, and by 1920, 74,000 adult students enrolled in adult
education statewide (California Department of Education, 2005).
The Division of Adult Education
In 1927, the Division of Adult Education was formed, however, by 1936, public support
of adult education was questioned in the legislature (California Department of Education, 2005).
As a result, the State Board of Education adopted the regulation that “each class in adult
education must have an educational purpose and that the class period must be devoted to
instruction” (California Department of Education, 2005). Adult education increased dramatically
and by 1940, adult student enrollment in California was more than 500,000 in a population of
five million; meaning, one in 10 adult Californians were enrolled in a class (California
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Department of Education, 2005). One year later, in 1941, adult student enrollment expanded to
more than 900,000 due to national defense classes, military training classes, and pre-employment
training courses (California Department of Education, 2005). By 1960, more than one million
adult students participated in adult education statewide (California Department of Education,
2005).
Federal Vocational Education Training Initiatives
Throughout the 1960’s, three noteworthy federal vocational education training initiatives
were enacted into law. The first of the three was the Manpower Development and Training Act
of 1962. During the Manpower Development and Training Act’s 1-year existence, federal funds
provided training to thousands of unemployed low-skilled workers in areas such as ESL and
vocational training (California Department of Education, 2005). Additionally, both evening and
part-time programs were adopted in order to provide “around-the-clock instruction,” a model that
still exists today for adult students and has been deemed successful (California Department of
Education, 2005). The second federal vocational education training initiative was the Vocational
Education Act of 1963, which was later known as the Carl Perkins Act (California Department of
Education, 2005). This act focused on vocational training and retraining for “high school youths,
adults who needed to complete their formal education or to upgrade their skills or learn new
ones, and people with special educational handicaps” (California Department of Education,
2005). Furthermore, funding was provided toward the maintenance, extension, and improvement
of existing vocational education programs, as well as the development of new ones, with $225
million allocated to California in 1967 alone (California Department of Education, 2005). The
third federal vocational education training initiative was the Work Incentive Program of 1967.
This program provided employability training for adult students who received federal aid with
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dependent children, such as enrollee evaluation and testing, development of an employability
plan, referral to public or private educational agencies for training, and assistance to find and
retain employment (California Department of Education, 2005).
California Community Colleges and Adult Education
In 1960, the Donohoe Act implemented the California Master Plan for Higher Education,
which “recognized the junior colleges as the third segment (with state universities and state
colleges) of postsecondary education in the state” (California Department of Education, 2005).
This landmark mandated that junior colleges, later renamed “California community colleges” in
1967, be independent of unified and high school districts, which caused separation of adult
education in the community colleges from adult education in the K–12 districts, thus creating
two adult education systems (Lieu et al., 2006). As a result, adult education in community
colleges were now known as noncredit courses/programs and was run solely by the community
colleges, and adult education in adult schools were governed by school districts or county offices
of education under the California Department of Education (Lieu et al., 2006).
Nevertheless, in 1972, the state wanted to avoid a duplication of adult education classes
being offered both at local adult schools and at local community colleges. Therefore, Senate Bill
765 (SB 765) was created as adult schools and community colleges had to “mutually agree on a
‘delineation of function’ agreement to decide who was to provide what classes to the adults in
their area” (Lieu et al., 2006). However, in 1997, a court decision was made that a mutual
agreement was no longer needed between local adult schools and local community colleges in
order for community colleges to provide noncredit instruction (Lieu et al., 2006). This resulted in
the removal of ‘delineation of function agreements’ as community colleges were free to provide
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adult education noncredit courses/programs without the agreement of local adult schools (Lieu et
al., 2006), thus restructuring the CAEP.
The Restructuring of California Adult Education
In February 2009, the California Legislature removed the label of adult education
categorical program funding, thus allowing school districts to use previous dedicated adult
education categorical program funding for any other educational purpose (Steenhausen & Kuhn,
2012). As a result of the 2009 Legislative decision, many school districts used the funding for
other educational programs outside of adult education, as adult education programs were
declining; going from 335 schools in 2007–2008, to 300 schools in 2011–2012 (Steenhausen &
Kuhn, 2012). In the 2013–2014 year, the state restructured California’s adult education model as
state legislation governed the CAEP (Diaz & Tambascia, 2021). The California state budget
allocated funding for 2-year planning and implementation grants for the purpose of developing
regional plans for adult education that focused on expanding and improving opportunities for
education and workforce services for adult students (CAEP, 2023d). During this time, a mutual
partnership emerged between the CCC Chancellor’s Office and the California Department of
Education, thus creating a new approach and current model for adult education in California,
known as the CAEP (Diaz & Tambascia, 2021).
Assembly Bill 86 (AB 86)
Before becoming known as the CAEP, California state legislature passed and the
governor signed Assembly Bill 86 (AB 86) in June 2013, which provided “$25 million in
funding to 70 regional consortia within the state” (California Legislative Information, 2013). AB
86 was created with the intent to expand and improve on the development of adult education
student services via the Adult Education Consortium Program (CAEP, 2023a). The CCC
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Chancellor’s Office and the California Department of Education worked side by side and
supervised and governed the implementation of AB 86 (CAEP, 2023a). As a result, both
agencies established an ‘AB 86 Cabinet’ consisting of “four members from each agency, to
guide and oversee the activities of a Work Group that developed a comprehensive Certification
of Eligibility” regarding the planning phase of the restructuring of adult education in California
(CAEP, 2023a). AB 86 began the transition toward a new perspective for adult education, and
later, became known as the AEBG.
Assembly Bill 104 (AB 104)
As AB 86 became the AEBG, the CCC Chancellor’s Office and the California
Department of Education continued to work in partnership to implement the requirements
outlined in the AEBG. Two years later, in June 2015, the legislature passed and the governor
signed Assembly Bill 104 (AB 104), formerly known as the AEBG, which continued to support
the AB 86 regional plans (California Legislative Information, 2015). During the 2015–2016 year,
the California state budget “appropriated $500 million to CCC Chancellor’s Office and the
California Department of Education to allocate funding for adult education,” in ongoing support
for AB 104 which was more than any other state in the nation (CAEP, 2023a).
As a result, during the 2017–2018 year, the California Governor’s state budget quoted
“the Adult Education Block Grant Program coordinates representatives from local educational
agencies, community colleges, and other regional education, workforce, and industry partners to
promote the educational opportunities offered to students and adult learners” which allowed
adult students access to enroll in the following adult education courses: high school diploma,
GED preparation, ESL, and various career & technical educational courses for potential career
22
opportunities (CAEP, 2019). Later, in the 2018–2019 year, AB 104 was formally renamed to
what is now known as the CAEP (2019).
Seven Types of Adult Education Programs in California
Today, the CAEP, formally known as the AEBG, “empowers 71 regional consortia to
design innovations and best practices that align with the goals of adult learners; these innovations
are in turn shared among consortium members and partner agencies, sparking a synergistic
trading of ideas and a vibrant, growing body of knowledge” (CAEP, 2023b). The CAEP, now
known as the new permanent model of delivery for adult education, reunified and brought
together two historical separate systems—California K–12 adult education and CCC adult
education—as well as county offices of education, in partnership with workforce and
community-based organizations, thus providing adult students with the technical and
occupational knowledge, academic support, and life skills needed to contribute to the economic
growth in increasing and improving goods and services throughout the state of California
(CAEP, 2023b). Therefore, adult education in California (CAEP, 2023e) now provides the
following program types:
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Table 1
What California Adult Education Provides
Adult basic and secondary education: programs in elementary and secondary basic skills,
including programs leading to a high school diploma or high school equivalency
English as a second language (ESL) and citizenship: programs for immigrants eligible for
educational services in citizenship, English as a second language, and workforce
preparation
Career technical education (CTE): a variety of career training programs that deliver
customized curriculum needed to meet the diverse training and development needs of
businesses, promote a skilled workforce with high growth and high wage employment
potential, leading to industry certifications or meeting the required prerequisites and
foundations for advanced career pathways
Workforce reentry: programs for adults, including, but not limited to, older adults, that are
primarily related to entry or re-entry into the workforce
Training to support child school success: programs for adults, including, but not limited
to, older adults, that are primarily designed to develop knowledge and skills to assist
elementary and secondary school children to succeed academically in school
Programs for adults with disabilities: programs for individuals with physical, cognitive,
mental, sensory, or other medical disabilities who may need special education
assistance, or who require a modified program
Pre-apprenticeship: programs offering training activities conducted in coordination with
one or more apprenticeship programs approved by the Division of Apprenticeship
Standards for the occupation and geographic area
Note. Adapted from What California Adult Education Provides by California Adult Education
Program, 2023e. (https://caladulted.org/DownloadFile/217). In the public domain.
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Furthermore, in the 2018–2019 and 2019–2020 years, CAEP funding increased from
$500 million to $521.5 million, and then to $538.6 million (CCCCO, 2023). Today, there are
close to 400 CAEP members and more than 1,000 community partners – more than 300 K–12
adult schools/districts and county offices of education, 72 community college districts,
workforce partnerships, and community/industry stakeholders – within the 71 regional consortia
who ensure adult students are “prepared for life, for work and to support their families and
strengthen communities, no matter where they are in their educational journey” (CAEP, 2023d).
Additionally, the CAEP funds and supports more than a million students who enroll in noncredit
community colleges and K–12 adult education programs, thus providing access and opportunity
for adult students moving on to transfer-level coursework and/or the workforce via livable wages
and economic connections (CCCCO, 2023). As Dr. Diaz states, “If you want to get your kids out
of poverty, it starts with investing in adult students (parents) first” (Diaz, 2023). Fortunately,
thanks to increased funding, the CAEP initiative has dedicated $540 million dollars annually to
the expansion and creation of adult basic skills programs (Diaz & Tambascia, 2021).
Demographics of Nontraditional Adult Students
Throughout the CCC system, 52% of students are 24 years old or younger, known as
traditional-aged students (CCCCO, 2021a). However, 48% of students are 25 years old or older,
known as nontraditional aged adult students (CCCCO, 2021a). The California Department of
Education (CDE) serves over “one million adult learners annually by allocating state and federal
funds through its adult education provider network,” known as the CAEP (California Department
of Education, 2021). Therefore, adult education programs (CDE, 2021) serve a unique, diverse
nontraditional adult student population, such as:
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Table 2
California Adult Education Populations
Adult immigrants: adults who need language instruction and learning experiences that
will permit them to communicate with English speakers; learn about the cultures and
customs of the United States; and prepare for employment, citizenship, parenthood, and
self-sufficiency
Adults with disabilities: individuals with cognitive, physical, sensory, or medical
disabilities or mental disorders. Adult education provides modified equipment,
materials, and instructional strategies to increase literacy for both individuals and
families as well as workplace skills
Disadvantaged adults: low-income and hard-to-serve adults who demonstrate basic skills
deficiency below the eighth-grade level. Adult education provides basic skills training,
preparation for the General Educational Development (GED) test, preparation toward
earning a high school diploma, and job skills training opportunities
Homeless adults: people who live in extreme poverty and often cannot afford to travel to
adult education programs. Adult literacy services provide life skills instruction,
connections with community resources, self-esteem support, and preparation for
employment
Incarcerated adults: individuals who are convicted of any criminal offense. Incarcerated
adults are a significant portion of the hard-to-serve or “dropout” segment of the
educational system. Correctional education programs provide educational and jobtraining services in technology, ESL, high school credit, and basic education programs
to prepare inmates to be responsible citizens and successfully integrate into society
Single parents and displaced homemakers: unemployed or underemployed individuals
who provide unpaid services to family members. Adult education and agencies ensure
that students receive needed services, such as child care, career counseling, vocational
evaluation, and educational counseling. Use of distance-learning programs is a priority
in working with these students
Note. Adapted from Adult Education - CalEdFacts by California Department of Education,
2021. (https://www.cde.ca.gov/sp/ae/po/cefadulted.asp). In the public domain.
With the diverse groups of California adult education populations in mind, one must also
take into consideration the race/ethnicity, age gaps, and gender breakdowns consisting of
26
nontraditional adult students. Hispanic adult students make up more than half of the adult student
population in California as they are the largest race/ethnicity group enrolled at 58%
(LaunchBoard, 2023). In regards to the age gaps, adult students between 25 to 44 years of age
consist of 46% of the adult student population in California, whereas adult students between 45
to 54 years of age only consist of 13% (LaunchBoard, 2023). Lastly, of those adult students
seeking adult education services in California, females outnumber males by almost double as
females comprise 61% and males comprise 38% (LaunchBoard, 2023). Overall, with such a high
percentage of nontraditional adult students residing in California, it’s unfortunate that the
California adult education pipeline has severely decreased to 481,200 adults served in the 2021–
2022 academic year throughout the CCC system (LaunchBoard, 2023).
Adult Students Within the California Community College System
During the 2019–2020 academic school year, nearly “2.1 million students were enrolled”
within the California community college (CCC) system, and as a result of the global pandemic,
enrollment for 2021–2022 academic school year was “closer to 1.8 million” students (CCCCO,
2021a). The CCC system serves a large number of diverse students with unique educational
goals, backgrounds, and needs, especially those who have been historically underrepresented and
underserved in higher education, such as nontraditional, first-generation, older adult education,
English language learners, veterans, and foster youth students (CCCCO, 2021a). The CCC
system serves 35% of first-generation students and 10% of adult education and English language
learners (CCCCO, 2021a). Given that the CCC system is a powerful force for advancing equity,
economic mobility, and prosperity, “one population of current and prospective students that are
simply too large, too diverse and too important to ignore are Californians age 25 and older
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without degrees, otherwise known as adult learners” (Shasta College Attainment & Innovation
Lab for Equity, 2021).
With the equity imperative in mind, more than half of current adult students are people of
color, and more than half of the 6.8 million Californians ages 25–54 with a high school diploma,
but no postsecondary degree, are also people of color, as many adult students have been
“hindered by systemic racism” (California Competes, 2021b). As a result, Black and brown
adults throughout California have experienced disproportionately low educational attainment,
which may explain why Black and brown adults are poorly-represented in low-waging careers,
such as construction and extraction, office and administrative support, transportation, and
material moving (California Competes, 2020). Historically, the adult student narrative has been
considered ‘nontraditional’ as many stakeholders believe adult students are predominantly
engaged in noncredit pathways or adult-focused programs only (Shasta College Attainment &
Innovation Lab for Equity, 2021). However, the CCC student population is evolving as students
aged 25 and up (adult students) are no longer the minority, but instead, comprise about 42% of
total enrollment which disrupts the inappropriate narrative of the traditional versus nontraditional
student within the CCC system (Shasta College Attainment & Innovation Lab for Equity, 2021).
Adult students are enrolling at higher rates due to recent policies and initiatives influencing
postsecondary education transitions for nontraditional, first-generation, older adult students.
Policies and Initiatives Influencing Postsecondary Education Transitions
The California Community Colleges LaunchBoard defines successful transition to
postsecondary education as any adult student from adult basic education, adult secondary
education, or ESL program enrolling in either a K–12 adult education course, noncredit or credit
CTE course, or a non-developmental credit college course for the first time at any institution
28
(LaunchBoard, 2023). However, throughout the CCC system in fall 2019, 6% of students had a
special admit status which included students who were enrolled in K–12 education as well as
adult education students without a high school diploma (CCCCO, 2021a). Data proves that adult
students are hesitant to enroll, or return to college, as they perceive college to be primarily
geared toward younger, traditional-aged students, specifically between the ages of 18–24, and/or
due to their negative experiences/traumas in the past with the onboarding process (Shasta
College Attainment & Innovation Lab for Equity, 2021). Data shows that nearly 1 in 10 adult
students who began in CAEP’s adult basic education, adult secondary education, and/or ESL
courses have successfully transitioned to postsecondary education (LaunchBoard, 2023).
Unfortunately, about 5% of CAEP’s adult students have earned a postsecondary education
(LaunchBoard, 2023). Nevertheless, in centering the adult student experience with support from
California policies and community college initiatives/best practices that influence postsecondary
education transitions, the CCC campus culture could strengthen our adult education population,
thus meeting community college equity and completion goals throughout the state of California
(Shasta College Attainment & Innovation Lab for Equity, 2021). However, are the current
federal and state policies/initiatives enough for successful postsecondary education transitions
for our adult student population?
WIOA Title II: AEFLA
One policy/initiative that influences postsecondary education transitions for adult
students is the WIOA, AEFLA grant. The WIOA, Title II: AEFLA grant provides supplemental
funds over a 4-year grant cycle for adult education to “(a) assist adults to become literate and
obtain the knowledge and skills necessary for employment and economic self-sufficiency; (b)
assist adults who are parents or family members to obtain education and skills; (c) assist adults in
29
attaining a secondary school diploma and postsecondary education and training, including
through career pathways; and (d) assist immigrants and other individuals who are English
language learners” (CDE, 2022). The WIOA, Title II requires the CDE to evaluate the
effectiveness of the implementation of WIOA, Title II Programs, such as the WIOA, Title II:
AEFLA grant (American Institutes of Research, 2023). After evaluating the WIOA, Title II:
AEFLA grant, data shows that “81.2% of agencies reported having an established process to
transition students” from adult basic education into postsecondary education and/or the
workforce via activities such as college tours/field trips (virtual and/or in person), shared colocations of adult education classes and community college classes, bridge programs, jobtraining orientations, career counseling, guest speakers, partnerships with local businesses, and
apprenticeship programs (American Institutes of Research, 2023).
Assembly Bill 705 (AB 705)/Assembly Bill 1705 (AB 1705)
A second policy/initiative that influences postsecondary education transitions for adult
students is Assembly Bill 705 (AB 705)/Assembly Bill 1705 (AB 1705). AB 705 is legislation
intended to “support assessment and placement strategies proven to increase student completion
rates and close the achievement gap” by requiring California community colleges to consider a
student’s high school coursework and GPA as primary determining factors for placement
(CCCCO, 2017). In other words, AB 705 passed in 2017 and was written to help more students
succeed in completing a degree, certificate, or transfer by ensuring they have access to collegelevel courses when they first enter a CCC (American Institutes of Research, 2023). AB 705 is a
great start to end the flawed, high stakes student-placement assessments (CCCCO, 2017) as this
puts the CCC one step closer to closing equity gaps by ensuring students are enrolled by default
in transfer-level courses, thus providing the tools needed to succeed. In utilizing multiple
30
measures for placement, AB 705 prevents placement of students into remedial courses that may
delay and/or deter their educational progress thus achieving the goal of maximizing the
probability that a student will enter and complete transfer-level coursework in English and
mathematics within a one-year timeframe (with additional assistance in optional support courses
taken concurrently with college-level English and math), as well as a student enrolled in ESL
instruction will enter and complete degree and transfer requirements in English within a
timeframe of 3 years (California Legislative Information, 2017).
Indeed, AB 1705 passed in 2022 as an update to AB 705, resulting that all United States
high school graduate students, as well as adult students who have received a high school
equivalency certificate/diploma from an adult school, regardless of background or special
population status, who plan to pursue a certificate, degree, or transfer program offered by the
CCC system, shall be directly placed into transfer-level English and mathematics courses, if their
selected program requires mathematics or English (California Legislative Information, 2022).
Therefore, AB 705/AB 1705 allows students, specifically adult education and English language
learners, more flexibility in taking ESL courses as ESL students are strongly encouraged to
utilize the ESL Guided Self-Placement Tool system; this practice allows ESL students more
student agency, thus influencing and selecting their own ESL level courses regardless of their
self-placement results (American Institutes of Research, 2023). Nevertheless, it is the
responsibility of the community college to ensure that students, specifically adult ESL students,
have the support necessary to help them make progress toward their educational, career, and
personal goals (American Institutes of Research, 2023).
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Credit for Prior Learning (CPL)
A third policy/initiative that influences postsecondary education transitions for adult
students is CPL, which is a strategy intended to help adult students earn college credit for
validated college-level skills and knowledge gained outside of a college classroom (American
Institutes of Research, 2023). For example, prior learning could be demonstrated through various
methods of assessment, such as workplace training, military training and service, independent
study, professional certifications, examinations (AP, IB, CLEP, DSST, Excelsior College, and
UExcel exams), civic activities (Peace Corps), and volunteer service, as well as higher scores
earned on the GED, thus, saving adult students time and money on their educational path
(American Council on Education, 2023). Through CPL, adult students experience a better sense
that their previous learning has value and meaning, especially those who score above 175 on any
of the GED subjects as this could qualify for up to 10 college credits, depending on the local
policy (American Institutes of Research, 2023). Overall, research indicates that students who
earn CPL are “roughly twice as likely to complete a degree than those who do not, accumulate
more credit through coursework at the institution than their counterparts (which translates to
increase enrollment for colleges), and save an average of 6–10 months in time to degree
completion compared to their non-CPL counterparts” (Success Center for California Community
Colleges, n.d.).
Senate Bill 554 (SB 554)
A fourth policy/initiative that influences postsecondary education transitions for adult
students is Senate Bill 554 (SB 554). Until 2019, California had not sanctioned dual-enrolling
adult students pursuing a high school diploma or high school equivalency, however, thanks to
adult dual enrollment discussions that gained momentum in 2017, adult education partners and
32
statewide advocacy groups proposed an expansion of “special admit” status to include adult
students (Mollica & Simon, 2021). As a result, SB 554 was signed into law by Governor Gavin
Newsom in October 2019 (California EDGE Coalition, 2019) thus serving adult students
throughout the state of California, including undocumented adult students (American Institutes
of Research, 2023). Today, SB 554 authorizes an adult student pursuing a high school diploma,
or a high school equivalency certificate, to enroll as a special part-time, adult dual enrollment
student at a CCC (California Legislative Information, 2019). Adult dual enrollment students, also
known as adult education concurrent enrollment students, receive credit-bearing college
instruction and services at no tuition cost, while the community college increases enrollment and
receives enhanced apportionment funding for instruction as well (Mollica & Simon, 2021).
Overall, SB 554 encourages California adult schools and community colleges to create
educational pathways, such as College and Career Access Pathways partnerships as specified in
AB 102, for adult students with historically low levels of participation in postsecondary
education and training as dual enrolled students have “higher rates of college enrollment (15%
point increase on average) and higher rates of subsequently completing a college degree (25%
point increase on average)” compared to those not dual enrolled (California EDGE Coalition,
2019).
Education Code 68130.5 (AB 540) and Education Code 76140
A fifth policy/initiative that influences postsecondary education transitions for adult
students is EC 68130.5 (AB 540). Education Code 68130.5, commonly known as AB 540
California Nonresident Tuition Exemption, was signed into law in October 2001 thus exempting
nonresident students, including undocumented students who meet specific criteria, from paying
nonresident tuition to paying California in-state tuition, and/or allowing nonresident students to
33
apply and receive state aid at certain California public and private colleges (California State Aid
Commission, 2018). According to the AB 540 Affidavit for CCC students, effective January 1,
2018, nonresident students, particularly undocumented adult students, must have the following:
(a). Three or more years of full-time attendance or attainment of equivalent credits earned in
California from high school, adult school, and/or community college credit or noncredit courses;
or (b) Three or more years of full-time high school coursework and attended a combination of
elementary, middle, and/or high school in California for a combined total of three or more years;
and (c) Graduate from a California high school, obtain a GED, HiSET, or TASC in California,
attain an associate degree from a CCC, or have fulfilled the minimum transfer requirements to
transfer from a CCC to a University of California or California State University; and (d) register
or enroll in an accredited and qualifying California college or university; and (e) if applicable,
complete an AB 540 affidavit stating they will legalize their immigration status as soon as they
are eligible; and (f) Not hold a valid non-immigrant visa (A, B, C, D, E, F, J, H, L, etc.), except
persons granted temporary protected status or hold a U Visa (CCCCO, 2018). Additionally, a
sixth policy/initiative that influences postsecondary education transitions for adult students is EC
76140. Education Code 76140 describes how a community college district may admit, and
charge in-state tuition, to all undocumented, nonresident students who enroll in six or less units,
depending on the local CCC district policy (California Legislative Information, n.d.).
Noncredit Instruction
Lastly, a seventh policy/initiative that influences postsecondary education transitions for
adult students is noncredit instruction. During the late 1980’s and early 1990’s, the landmark
community college bill AB 1725 was introduced, which changed the way community colleges
operated, thus providing “open-access” educational opportunities, lifelong learning, and tuition-
34
free noncredit instruction to increasingly diverse and underserved communities (Lieu et al.,
2006). In 1996, adult noncredit education and community service was included in the missions
and functions of California community colleges (Lieu et al., 2006). According to the CCCCO on
student enrollment and demographics, approximately “17% of students are enrolled with a goal
of building skills to enter or advance in their careers” and are known as “short-term career
students” who may be pursuing either a for-credit or noncredit program (CCCCO, 2021a).
Today, noncredit instruction has opened the door to literacy and increased basic skills for
undereducated and underemployed adult students as noncredit has widened due to increases in
the high school dropout rate, the number of immigrants, the number of working poor individuals,
and the number of educationally underprepared students (Lieu et al., 2006). Overall, noncredit
instruction has proven to be a bridge into credit programs for adult students, thus highlighting the
possibilities beyond noncredit pathways such as moving from noncredit to credit instruction and
earning a certificate, an associate degree, and/or an associate degree for transfer (Lieu et al.,
2006) as well as leading to higher-wage jobs and advancing equity and completion rates (Shasta
College Attainment & Innovation Lab for Equity, 2021). Overall, the current federal and state
policies/initiatives are not enough for our nontraditional, first-generation, older adult students to
successfully transition from adult education to postsecondary education as the transitional
barriers/gaps pose a great threat.
Transitional Barriers From Adult Education to Postsecondary Education
More than 4 million California adults lack a high school diploma or its equivalent, such
as the GED (Petek, 2022). These adult Californians face barriers to prosperity due to low
educational attainments and income inequalities (Career Ladders Project [CLP], 2023). Of those
adults aged 25–64, who don’t have a high school diploma or the equivalent, over “30% are in
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poverty compared with just under 8% of adults who are college graduates” (Bohn et al., 2022).
In 2021, adult workers aged 25 and over who earned less than a high school diploma, had the
lowest median weekly earnings at $626 along with the highest unemployment rate at 8.3%;
however, those with graduate degrees had the highest earnings and lowest unemployment rates
(U.S. Bureau of Labor Statistics, 2022). This targets adult students without a secondary and
postsecondary education at a unfortunate disadvantage, as their nontraditional characteristics of
being academically enrolled part-time, working a full-time job, struggling with financial
independence/the cost of education, and/or prioritizing family and parental responsibilities, to
name a few, create institutional, transitional barriers that differ from the traditional student; thus
making it challenging for adult students to transition and succeed in a ‘traditional postsecondary
environment’ (Frey, 2007).
The State Higher Education Executive Officers (SHEEO) found that only 30% of the gap
in degree attainment will be closed by traditional-age students (SHEEO, 2010) which means if
roughly 70% of new students attaining degrees will come from nontraditional aged students,
such as adult learners in the workforce, we must focus on dramatically improving adult student
transitions from adult basic education to postsecondary education (Dann-Messier, 2011). With
open-access institutions such as California community colleges, the door to college attainment,
along with jobs that provide family-sustaining wages, is possible for our nontraditional adult
student population, however, the unfortunate reality is that adult students are not walking
through that door due to transitional barriers (CLP, 2023).
English as a Second Language (ESL)
Today, ESL instruction is the fastest growing segment of the United States’ adult
education system as a whole, in addition to the fastest growing division among many community
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colleges (Janis, 2013). Most students within these ESL programs are characterized as older adult
students with nontraditional backgrounds (Chisman & Crandall, 2007). Community colleges
have long held the distinction of being considered democracy’s colleges (Boggs, 2010) due to
the open-access policy targeting nontraditional, marginalized students, thus providing second
chance opportunities for those to pursue a postsecondary education (Raby, 2001). These
nontraditional, marginalized students include adult learners with an immigrant and an ESL
background, however, there is a gap between preparation and academic success on the college
level among these ESL adult students (Janis, 2013).
Throughout the community college system, immigrant ESL adult students are known for
having the lowest first-semester grade-point averages (GPAs) and for completing fewer
semesters, and are also four times less likely to graduate compared to their non-ESL counterparts
(Almon, 2010). Even with community college open-access gateways, adult students with
immigrant and ESL backgrounds struggle with academic preparation and college-level course
work, resulting in “high attrition rates and low transfer rates to four-year institutions” (Jehangir,
2010, p. 171). This could be due to the general sense, among community college practitioners,
that ESL adult students are alike in their English deficiency, thus neglecting the large range of
experiences, backgrounds, and needs that our ESL adult students have within the community
college system (Blumenthal, 2002). Unfortunately, ESL adult students earn fewer credits in their
first and second year in community college compared to their non-ESL counterparts, thus
negatively impacting their chances of earning an associate’s degree within the traditional 2-year
timeline (Hodara, 2015). With a fast, vastly growing community of ESL adult students who
transition from nontraditional adult school systems to community college, our higher educational
institutions must provide higher-quality programs that will improve ESL adult student academic
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literacy and support their college progression, thus ultimately increasing their chances of
attaining a postsecondary credential and economic security within the United States (Hodara,
2015).
Unemployment
Employment is viewed as an essential component of one’s financial security, social
standing, self-concept, and social support (Andrews et al., 2012). In April 2018, the U.S.
economy reported an unemployment rate of 3.9%, one of the lowest since the economic
recession of 2008 (Sutton, 2019). This past year, the California unemployment rate has increased
from 4% in May 2022, to 4.5% in May 2023 (Employment Development Department [EDD],
2023). However, since the current economic expansion began in April 2020, California has
gained “3,170,200 jobs, a monthly average of 85,681 jobs gained” over that time (EDD, 2023).
With a strong job economy in California, adult learners are choosing workforce opportunities
‘they don’t feel they can pass up’ over education/postsecondary education opportunities (Sutton,
2019). Unfortunately, even with a strong labor market in California, unemployment rates are
high resulting in unemployed adults encountering a variety of complex issues, barriers, and
concerns related to the career development and counseling process (Andrews et al., 2012). For
instance, most unemployed adults report symptoms of anxiety, depression, and stress, including
difficulty sleeping, social avoidance, and impaired relationships (John J. Heldrich Center for
Workforce Development, 2009). Additional research also indicates that unemployed adults suffer
from clinical depression, psychiatric hospitalization, physical illness, alcohol abuse, suicide, and
violence (Dooley, 2003). This goes to show that unemployment can be seen as “the living death”
(Winegardner et al., 1984) which is a sad reality for unemployed adults.
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Child Care Access and Transportation
Child care access and affordability are one of the many unfortunate barriers to higher
education cited most often by adult student parents (California Competes, 2021a). Although
many California institutions provide childcare centers on campus, the number of centers and the
enrollment capacity varies (UC Office of the President, 2020). For instance, one national survey
found that campus childcare centers on average had a “two-to-three-year waitlist” (Green, 2021),
whereas a California State University study found that only 38% of students were even aware
that a childcare center existed on campus (Crutchfield & Maguire, 2019). Additionally, of those
childcare centers that do exist on campus, they are typically for pre-elementary children only and
do not offer after school care services appropriate for older children (California Competes,
2021a). As for childcare affordability, childcare costs most families about 25% of their income
and for those that are single parents with two children, childcare costs between 70% to 90% of
their income alone (California Competes, 2021a). Overall, childcare access and affordability is
critical toward student success as adult student parents who use on-campus childcare centers
have higher retention rates and higher graduation/transfer rates compared to those who do not
use childcare centers on-campus and who have been unable to find affordable childcare options
off campus as well (Monroe Community College, 2013).
As for transportation barriers, older adults tend to rely highly on family members for their
transportation needs, especially Latinx older adults (Lee et al., 2022). Some cultures, Latinx
cultures for instance, place significant value in the idea of “Familismo,” which indicates the
familial bonds of emotional attachment, obligation, and loyalty (Coleman et al., 2007) such as
relying on family for personal care as well as their mobility and transportation needs (Collins et
al., 2018). However, in spite of strong family support, significant transportation barriers are
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prevalent among our adult population, especially the Latinx older adult population (Lee et al.,
2022). Many Latinx older adults often lack a reliable personal vehicle and often stop driving at
younger ages compared to their non-Latinx counterparts (Choi & DiNitto, 2016). Although
research shows that Latinx older adults utilize public transit more frequently compared to their
non-Latinx, White older adult counterparts (Ramirez et al., 2019), those relying on public
transportation struggled with travel hardships due to inflexible schedules, fixed transit routes,
and the geographic location of stops relative to their final destination (Barrio et al., 2008).
First-Generation Adult Learners
First-generation adult learners in higher educational institutions are confronted with
barriers that prevent them from completing their degree (Kasworm, 2012), especially in
academic systems that are designed for the traditional student (Pusser et al., 2007). Firstgeneration adult learners are classified as nontraditional students attending colleges and
universities (Williams, 2016) who present moderate to high risk factors that include the
following: nontraditional students are typically older, employed part-time/full-time, are single
parents (Pusser et al., 2007) and have less experience in higher education while lacking
confidence in completing their academic goals (Monroe, 2006). Over one-third of all college
students in the United States are first-generation students (Whitley et al., 2018) and while the
median age is 23 years old, more than one-third of them are over the age of 30 years old, thus
categorized as first-generation adult students (Postsecondary National Policy Institute, 2022). Of
these first-generation adult students, 66% work while in college, an estimated 30% have
dependents while in college (U.S. Department of Education, 2016), and only 27% will attain
their degrees within 4 years of college compared to their continuing-generation counterparts
(Whitley et al., 2018). First-generation adult students also classify as low-income students,
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students with an annual income of $25,000, meaning, adult students that fall in a low-income
status are motivated to enroll in college in order to improve their financial status, achieve
professional development, and improve their overall living conditions (Seay, 2011).
Additional obstacles that first-generation adult learners go through are either personal,
professional, and/or institutional barriers as most adult students face at least one (Ritt, 2008). For
instance, when first-generation adult students are faced with barriers that force them to decide
between their personal responsibilities and attending college, postsecondary education usually
takes second place (Williams, 2016). First-generation adult students who attend postsecondary
education find that their personal lives, which involve family and work responsibilities, to name
a few, impact their accessibility and level of involvement with their academic goals, resulting in
adult students typically enrolling part-time instead of taking on full-time class schedules
(Kasworm, 2012). Moreover, being a first-generation adult student is not always welcomed by
those in the family that do not value higher education, which makes the process even more
overwhelming (Williams, 2016) as first-generation adult students experience anxieties associated
with the possibility of becoming more successful than their families, friends, and parents which
contributes to decreased graduation and increased attrition rates (Tate et al., 2013).
Consequently, 89% of low-income, first-generation students in the United States leave college
without obtaining a degree, resulting in four times the dropout rate compared to secondgeneration college students (First Generation Foundation, 2020).
Cost of Attendance
Nontraditional, first-generation, older adult students tend to experience cost of attendance
barriers and affordability challenges when it comes to earning a secondary and/or postsecondary
education (Shasta College Attainment & Innovation Lab for Equity, 2021). For instance, adult
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students are more likely to have dependent children, higher living expenses, and opportunity
costs due to being away from work (Shasta College Attainment & Innovation Lab for Equity,
2021). According to the California EC, when it comes to rules governing state residency and
qualifying for California postsecondary education tuition rates, those who are not California
residents (undocumented immigrants and/or out-of-state/international adult students) do not
qualify for California state financial aid (Jodaitis, 2022). As a result, nontraditional, firstgeneration, older adult students pay higher costs of attendance via a tuition rate combination of
California tuition/enrollment fees, nonresident surcharge fees, out-of-country surcharge fees,
health services fees, and student services fees plus books, supplies, food, housing, transportation,
and other personal expenses (Jodaitis, 2022). Overall, it’s clear nontraditional, first-generation,
older adult students who move from adult basic education programs at the adult school level, to
higher education programs at the community college level, often face substantial transitional
challenges (Alamprese, 2005).
Theoretical Framework
This study serves to address the transitional barriers from adult education to earning a
postsecondary education at the community college level in California. Schlossberg’s transition
theory (moving in, moving through, and moving out) and Bourdieu’s theory of social and
cultural capital will be the theoretical frameworks used to conduct this study. Schlossberg’s
transition theory seeks to understand how adult learners continuously experience transitions and
changes that often require a new network of relationships and a new way of seeing oneself
(Schlossberg, 1981). Bourdieu’s theory of social and cultural capital seeks to understand how
social capital refers to the collection of resources that equals social networks, relationships, and
mutual recognition that adult learners lack/need to acquire (Bourdieu & Passeron, 1977).
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Cultural capital refers to the various types of knowledge, skills, and behaviors during the process
of socialization that adult learners lack/need to possess by virtue of being a part of a specific
social group (Bourdieu & Passeron, 1977). Bourdieu’s theory of social and cultural capital
explains the resources, knowledge, and assets needed in order to help adult learners climb up the
social ladder and facilitate social mobility, such as earning a postsecondary education at the
community college level in California (Bourdieu & Passeron, 1977). Both theoretical
frameworks apply to nontraditional, first-generation, older adult students who come from
families without educational experiences and backgrounds as adult learners experience no social
and cultural capital. Specifically, this study will examine how nontraditional, first-generation,
older adult students have no social networks or connections in higher education, no knowledge
of the postsecondary educational system, and no sense of belonging or purpose as adult learners
come from a position of inequity and marginalization with no opportunity and no access to
succeed in earning a postsecondary education due to transitional barriers and the lack of
social/cultural impacts. The following image provides a graphic representation of the conceptual
framework:
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Figure 1
Transitional Barriers From Adult Education to Earning a Postsecondary Education at the
Community College Level in California
In addressing research on transitional barriers from adult education to community college
in California, our educational system will confront the entrenched inequities that adult students
go through daily (as seen above) as they are viewed as marginalized, lacking access to resources,
undervalued, unseen, and are an underrepresented nontraditional student population.
Schlossberg’s transition theory (moving in, moving through, and moving out) explains how in
44
any transition for adult learners, the first stage is either moving in or moving out (Anderson et
al., 2012). Adult learners who move into a new situation, such as attending community college as
first-generation adult learners, often have common agendas and needs; adult learners need to
become familiar with new rules, regulations, norms, and expectations of that new educational
system (Anderson et al., 2012). However, educational institutions lack devoting time to
orientation, as adult learners need help knowing what is expected of them as they transition into
new educational roles, build new educational relationships, and adapt to new educational
routines for the first time (Anderson et al., 2012). Once adult learners are in a new situation, they
confront barriers such as balancing old activities with new activities and learning how to feel
supported and challenged during their new educational journey; this is known as the moving
through period once adult learners “know the ropes” (Anderson et al., 2012). As adult learners
end one series of transitions, they start to look forward to the next transition known as the
moving out period (Anderson et al., 2012). As adult learners experience the transition process,
they will experience a period of disruption as old roles, relationships, assumptions, and routines
change and new ones evolve, and gradually, the transition process becomes fully-integrated and
a period of stability is re-established (Anderson et al., 2012).
Bourdieu’s theory of social and cultural capital explains how capital dictates
nontraditional, first-generation, older adult student’s position in society and in their social life
(Murdock, 2010). According to Bourdieu, the symbols of social materialism, such as having job
security, the privilege to afford child care access, reliable transportation, and the finances to
afford a postsecondary education, define one’s social class and where they belong to, thus
separating adult learners from the “elite class” of society due to their lack of social capital
(Murdock, 2010). Bourdieu further proposes that social class positions are defined by holdings of
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cultural capital, which refers to the access to community networks and resources. These
networks and resources provide access to various types of knowledge, skills, and behaviors these
adult learners lack, such as possessing ESL and first-generation adult learner status (Murdock,
2010). Overall, this study will contribute to the knowledge base focusing on the transitional,
social, and cultural disparity gaps, thus establishing generational wealth, resilience, and
educational sustainability while putting a stop to institutional, cultural, and systemic racism for
historically disadvantaged and oppressed nontraditional, first-generation, older adult students at
the California state level.
Summary
The gap that needs to be recognized is that it is becoming more and more unlikely for
nontraditional, first-generation, older adult students to earn a high school education, attend
college, successfully complete an associate’s degree, transfer to/graduate from a 4-year
university, and earn a living-wage in the workforce. Therefore, cutting their quality of life in half
as less educated jobs pay lower wages. In order to meet the needs of this national-level problem
of practice, we must first acknowledge current policies and initiatives influencing postsecondary
education transitions for adult students (WIOA, AB 1705, CPL, SB 554, AB 540, Ed. Code
76140, and noncredit instruction), as well as acknowledge the transitional barriers nontraditional,
first-generation, older adult students experience in earning a postsecondary education at the
community college level in California; ESL, unemployment, child care access & transportation,
first-generation adult learners, and cost of attendance. In doing so, this will eliminate educational
achievement gaps in adult education, thus increasing student success rates and outcomes when
earning a higher education and providing a sense of belonging within the workforce for
nontraditional, first-generation, older adult students. As a consequence of not examining this
46
problem of practice, we, as higher educational professionals/institutions, are setting our
nontraditional, first-generation, older adult students up for failure at the macro-level in not
becoming productive members of society via earning a higher education thus leading to
employment opportunities.
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Chapter Three: Methodology
The purpose of this study was to explore the transitional barriers from adult education to
earning a postsecondary education at the community college level in California. Throughout the
CCC system, 52% of students are 24 years old or younger, known as traditional-aged students,
and 48% of students are 25 years old or older, known as nontraditional-aged adult students
(CCCCO, 2021a). With such an ever-growing population of nontraditional adult students who
comprise almost half of the CCC system, we, as individual higher educational professionals,
cannot sufficiently address the needs of our adult student’s transitional experiences alone.
Instead, as a collective state, we must achieve more together in championing higher education
success and rebuilding a more resilient, diverse, and inclusive America (Hispanic Association of
Colleges and Universities, 2022) for adult students by showcasing cultural representation and
conversations throughout our adult education communities which will lead to our adult students
thriving, instead of merely surviving. Two research questions guided the study:
1. What experiences do nontraditional, first-generation, older adult students face as they
interact with staff and faculty when transitioning from GPAS to DMCC?
2. What factors do nontraditional, first-generation, older adult students perceive
supported, or hindered, their educational transition from GPAS to DMCC?
Overview of Methodology
I utilized the qualitative methodological approach as qualitative researchers study natural
environments and focus on “understanding how people make sense of and experience the world
around them” (Lochmiller & Lester, 2017, p. 92). After interviewing and questioning the
everyday experiences nontraditional, first-generation, older adult students faced as they
interacted with faculty in the classroom and with academic counselors and educational advisors
48
in academic/cultural engagement centers, I understood their social life as it unfolded in its
natural environment while focused on their educational, mental, and academic lived experiences
when transitioning from GPAS to DMCC (Lochmiller & Lester, 2017). I used the following data
collection method, structure, and instrument/protocol to support and answer my research
questions: interviews. In using this data source, interviews, I found out what is in and on our
adult student’s minds.
Data Sources
I used one data source to develop a deeper understanding of the research questions:
interviews. I conducted interviews with nontraditional, first-generation, older adult students who
had transitioned from GPAS to DMCC. I collected student interviews during the 2023 fall
semester, from late August 2023 through mid-December 2023. This time frame allowed for
conducting in-person interviews at DMCC and provided time for reflection, interview follow-ups
via Zoom, and data collection verification.
Interviews
A research interview is a process in which a researcher and participant engage in a
conversation focused on questions related to a research study, as the researcher wants to find out
what is “in and on someone else’s mind” (Merriam & Tisdell, 2016, p. 108). In August 2023, I
used interviewing as a data collection method, as these interviews were open and produced openended responses. Instead of focusing on informal conversational interviews, which are
unstructured and do not use an interview guide/protocol, I focused on the interview guide
approach. This was planned and formal as I had developed a guide/protocol prior to the
interview, which was also semi-structured. The interviewees were 10 nontraditional, firstgeneration, older adult students who had transitioned from GPAS to DMCC, as the research
49
process is a complex endeavor that typically involves a practitioner-scholar interacting with
people in their everyday environments (Lochmiller & Lester, 2017, p. 67). After conducting
student interviews, I gained an understanding of their sense of belonging and purpose as
nontraditional, first-generation, older adult students within the CCC system.
Participants
Sampling is the process of drawing a sample from a population, and as researchers
sample, they study the characteristics of a subset (known as the sample) selected from a larger
group (known as the population) to understand the characteristics of the larger group (Johnson &
Christensen, 2017). Sampling was a very critical design decision, and I believed small,
purposeful sampling was appropriate for this study. I sampled 10 nontraditional, first-generation,
older adult students with diverse racial/ethnic backgrounds who had transitioned from GPAS to
DMCC. I selected participants using the following recruiting strategies: sent out email blasts to
personal student emails I already had access to, called and texted students I already had access
to, utilized social media (Instagram), and visited classrooms in person at DMCC, with
permission from the college president and college faculty, respectfully.
With that in mind, I focused on the nonrandom sampling technique known as purposive
(purposeful) sampling. In purposive sampling, “the researcher specifies the characteristics of a
population of interest and then tries to locate individuals who have those characteristics”
(Johnson & Christensen, 2017, p. 268). In using this nonrandom sampling technique, I focused
on sampling nontraditional, first-generation, older adult students, ages 25 and older, who were
enrolled in an adult education concurrent enrollment program (concurrently enrolled at GPAS
and DMCC) and in a noncredit ESL program at DMCC. By focusing on this specific,
marginalized, diverse, and nontraditional older adult student population, I was able to provide a
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wide range of educational attainments, cultural backgrounds, language environments, adult
responsibilities, and job/career experiences as adult students typically followed a nontraditional
pathway compared to traditional, younger high school graduates. That said, in qualitative studies,
where generalization is not the goal, nonrandom sampling, such as purposive (purposeful)
sampling, was appropriate, if not necessary, as “purposive sampling is a nonrandom sampling
technique in which the researcher solicits persons with specific characteristics to participate in a
research study” (Johnson & Christensen, 2017, p. 268). Overall, the sample met the needs for
this study.
Instrumentation
As previously mentioned, I used the following data collection method and
instrument/protocol to answer the research questions: interviews. The interview guide/protocol
(Appendix A) listed the interview items and research questions addressed and identified the area
of alignment to the conceptual frameworks while also including “a mix of more and less
structured interview questions as all questions were used flexibly, and the largest part of the
interview was guided by a list of questions/issues which were explored and in no predetermined
wording or order” (Merriam & Tisdell, 2016, p. 110). The interview guide approach included an
introduction of the study, a list of topics to cover, and questions to ask while being flexible and
pursuing leads by probing and asking follow-up questions, rather than only sticking to the
interview questions determined in advance, as compared to a standardized open-ended interview.
Interviews followed a guide containing 13 items with a number of probes and prompts for each
question. To ensure responses contained rich information, I used predetermined and on-the-spot
probes and prompts from participant to participant. After the interview, I revisited and revised
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items to clarify and deepen my understanding of the findings. I did not conduct follow-up
interviews.
Data Collection Procedures
As the educational advisor for adult education and noncredit, as well as an associate
faculty member at DMCC, I had expressed interest in researching the transitional barriers from
adult education to earning a postsecondary education at the community college level in
California. Due to my ongoing working relationship and expressed interest, I was able to
establish a sense of rapport and comfort with participants who were nontraditional, firstgeneration, older adult students who had transitioned from GPAS to DMCC. To further establish
trust and ensure consent, I provided the participants with a study information sheet (Appendix B)
detailing the purpose and requirements for involvement in my study, as I wanted to find out what
was “in and on someone else’s mind” when interviewing my participants (Merriam & Tisdell,
2016, p. 108). Before the interview process, the dean of institutional effectiveness of DMCC had
been contacted via email to obtain permission to conduct student interviews on campus. Once
permission was granted, each participant was contacted via email to determine an appropriate
time and meeting location at DMCC.
Interviews took place for 1 hour, and I recorded them with a handheld device with
informed consent. I took additional written notes during the interview to highlight key
information and ensured no stone was left unturned. During the interview, I ensured participants
understood the questions, gave them sufficient time to answer, and ensured they spent most of
the time speaking while reminding them they could decline to answer any questions during the
interview. After the interviews, I typed up my notes within 24 hours and secured the notes/data
in a password-protected laptop. I destroyed paper copies of notes once I transferred them to a
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digital format. I transcribed audio recordings via dictation software (Zoom) and stored them
along with digital notes securely on a password-protected laptop.
Data Analysis
The data analysis process was a complex procedure that involved moving back and forth
between concrete bits of data and abstract concepts, as qualitative data analysis was primarily
inductive and comparative (Merriam & Tisdell, 2016). As the researcher, I constantly analyzed
and collected data from every interviewee, as the preferred method for analyzing data in a
qualitative study was to do it “simultaneously with data collection” (Merriam & Tisdell, 2016, p.
101). In doing so, I focused on making sense of the data, thus categorizing data to look for
emerging themes, as well as consolidating, reducing, and interpreting what nontraditional, firstgeneration, older adult students could possibly say and what I could possibly see and read at that
time during the data collection process; this was known as the “process of making meaning”
(Merriam & Tisdell, 2016). Overall, by identifying segments in my data set that were responsive
to my research questions, I planned on finding potential answers that could be as small as a word
an adult student used to describe a feeling or phenomenon or as large as several pages of field
notes describing a particular incident experienced by nontraditional, first-generation, older adult
students (Merriam & Tisdell, 2016).
Credibility and Trustworthiness
As I reflected on and analyzed this study’s credibility and trustworthiness, I had to keep
in mind that credibility and trustworthiness were about the quality of the study and its findings,
not the harm that could arise as a result of the study, which was ethics. I intended to use at least
one strategy to maximize credibility and trustworthiness.
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First, to make sure I had a credible and trustworthy study, I needed to ensure that my
positionality and biases about my topic on transitional barriers, the setting within the adult school
and the community college, and my nontraditional, first-generation, older adult student
participants shaped how I saw and interpreted what I found. As such, positionality and biases
shaped the study from conceptualization all the way to analysis, from who I am, my experiences,
and my assumptions as they made their way into my thinking about the study. For instance,
“trustworthiness of the data is tied directly to the trustworthiness of those who collect and
analyze the data – it is the training, experience, and intellectual rigor of the researcher, then, that
determines the credibility of a qualitative research study” (Merriam & Tisdell, 2016, p. 260).
Furthermore, the participants might have perceived me in a certain way, and that could have
shaped the findings. For example, if they saw me as someone who was an insider, they might not
have shared specific information with me, thinking that I must have already known that
information, known as an expert blind spot. The way that the participants perceived me could
also have shaped the findings.
To conclude, I could have used the following techniques to enhance trustworthiness and
credibility throughout the qualitative study: “triangulation, prolonged and persistent field work,
clarify researcher’s bias (reflexivity), rich data, member checking/respondent validation,
negative or discrepant cases, numbers – typicality, and/or external audit” (Merriam & Tisdell,
2016, p. 192). Overall, these techniques were different ways that I could have proposed to use
when doing a qualitative study to eliminate any threats to my credibility and trustworthiness.
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Ethics
As I reflected on and analyzed the ethical considerations regarding this study, I had to
keep in mind that ethical research practice was related to minimizing harm to participants, and
that might have arisen as a result of the study, but never about the quality of the study. I intended
to use at least one strategy to reduce harm to the participants.
First, as Lochmiller and Lester (2017) stated, “the research process is a complex
endeavor that typically involves a practitioner-scholar interacting with people in their everyday
environments” (p. 67). My role as the educational advisor for adult education and noncredit
programs, as well as my relationship as a faculty mentor with my nontraditional, first-generation,
older adult student participants, might have coerced them into participating in my study, even
unintentionally. Nonetheless, during these unique interactions, I had to make ethical decisions
that required critical thinking and self-reflection. In anticipating specific ethical considerations in
the proposed study, I needed to consider the following ethical issues at the different stages of the
research: interviewing and questioning the interviewees’ everyday experiences as they interacted
with faculty in the classroom and with academic counselors and educational advisors in
academic and cultural engagement centers at the college level. However, interviewing and
questioning the participants could potentially harm them if it was revealed that they were
participating in this study. For instance, the participants could have provided me with
information that may have biased my future collaboration with certain faculty and/or classified
professionals as they shared their personal needs, thoughts, ideas, and overall experiences,
whether positive and/or negative.
Lastly, in anticipating these ethical issues and challenges associated with this study, I also
had to consider how data collection activities could have put the participants in an uncomfortable
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and/or trauma-inducing situation due to sensitive topics arising. For example, I could have found
out information that might have put them at risk of embarrassment, loss of scholarship, and loss
of friendships if I asked specific admissions and residency types of questions, such as “Do you
qualify for in-state tuition?” Students had to live in California for at least 1 year and 1 day to
qualify for in-state tuition, and if students could not prove they had lived there for that amount of
time, they would have been subject to paying out-of-state tuition along with additional fees such
as international, out-of-country, and nonresident tuition fees.
The Researcher
My power dynamics of race, privilege, social class, social identities, and traumatizing
systems of oppression greatly affected my interactions with the student participants at the adult
school and community college level. My students shared with me how much they truly resonated
with my various identities and positionalities as we had lived in similar upbringings. In reflecting
on my positionality as a first-generation college graduate, I identify as an able-bodied,
heterosexual, Hispanic male educator. During my undergraduate years, I experienced life as a
Division I collegiate basketball student-athlete for 3 years as I was academically dismissed from
UC Riverside my freshman year, thus experiencing homelessness and food/housing insecurities.
After being readmitted to college during my 2nd year, I encountered health issues and underwent
cardiovascular surgery, followed by cancer surgery (tumor removal) 4 years later. As the oldest
of six Hispanic siblings, I was the first to pursue a higher education on all sides of my mother’s,
biological father’s, and step-father’s families. However, growing up in low-socioeconomic living
conditions had traumatizing moments. I was raised by an undocumented, ESL, Spanish-speaking
single mother who worked two jobs 7 days a week. At this time, our immediate family lacked
financial, educational, medical health, and overall social/cultural capital resources as we
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experienced poor housing and inadequate living conditions. I lived in a one-bedroom apartment
shared with five younger siblings, a single mother, three aunts, two uncles, and my grandmother,
with unhealthy and unsanitary levels of comfort; we later moved into Section 8 housing. We also
experienced domestic abuse and substance abuse in my living environment. However, once my
biological father left (he was sent to prison), that all changed; unfortunately, our family was then
system-impacted. Overall, I wholeheartedly understood the lived experiences and unfortunate
transitional barriers our nontraditional, first-generation, older adult students suffered from when
transitioning from adult education to earning a postsecondary education at the community
college level in California.
I used one strategy to address how my power and positionality would shape the study and
have implications for the participants when discussing similar cultural characteristics and
societal upbringings. This included self-reflection, engaging in race/cultural reflection, and
understanding my participant’s unique and diverse roles, positionalities, and identities, as well as
gaining a better understanding of today’s social, cultural, and economic harsh realities (political,
historical, and racial truths) for nontraditional, first-generation, older adult students.
Additionally, the power dynamics of the setting I was studying involved a relationship between
gatekeepers and nontraditional, first-generation, older adult student participants at both the adult
school and community college levels. For instance, I considered myself a close colleague among
the gatekeepers within admissions, financial aid, counseling, and student support services at the
community college level, as well as a close friend/family member with nontraditional, firstgeneration, older adult student participants at the adult school level.
I believe I am in a great position of power as I am the lead educational advisor for adult
education and noncredit programs, as well as an associate faculty member at both the adult
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school and community college levels. In creating a trustful, interpersonal bond among
nontraditional, first-generation, older adult students from DMCC, I also had to be mindful of
other important identifying characteristics such as discussing documentation (undocumented
status), unemployment, housing-insecurities, and former incarceration histories, to name a few,
given my topic on the transitional barriers that nontraditional, first-generation, older adult
students faced when transitioning from adult education to higher education. Overall, I addressed
these issues of power and positionality through research as I planned to “change and advance the
research literature in ways that validated and gave voice to people who have often been silenced,
misinterpreted, misrepresented, and placed on the margins” (Milner, 2007, p. 397).
Limitations and Delimitations
In the context of research, anticipated limitations were factors I could not control that
affected the accuracy and reliability of the results, such as the respondents’ truthfulness. Given
the framing and methodological choices of my study, the anticipated limitations included issues
with my sample size and nonrandom sampling technique, limited research studies on
nontraditional, first-generation, older adult students (aged 25 and older) who were enrolled in an
adult education concurrent enrollment program and in a noncredit ESL program, time constraints
within my data collection method (interviews), and the potential bias introduced by the
researcher’s unique position as the sole educational advisor for adult education & extended
learning (noncredit) at DMCC might have influenced participants’ perceptions and responses,
thus potentially impacting the interpretation and analysis of data.
As for anticipated delimitations, these are the choices one makes that have implications
for the data one collects, such as the questions one asks or the number of observations one
conducts in the study. Given the parameters that I created for this study, the delimitations
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included the use of Schlossberg’s transition theory (moving in, moving through, and moving out)
and Bourdieu’s theory of social and cultural capital guiding my research, the use of interview
and document analysis for data collection/protocol, and the use of small, purposeful sampling in
participant selection.
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Chapter Four: Findings
The problem of practice this study addresses are the transitional barriers faced by
nontraditional, first-generation, older adult students when transitioning from adult education to
pursuing postsecondary education at the community college level in California. The purpose of
this qualitative case study aimed to explore the daily experiences of these students, including
interactions with faculty, academic counselors, and educational advisors inside and outside the
classroom. The focus was on understanding their social life as it unfolds in its natural
environment while focusing on their educational, mental, and academic lived experiences
(Lochmiller & Lester, 2017) when transitioning from GPAS to DMCC. The goal was to
comprehend how adult students perceive and navigate their surroundings and make sense of and
experience the world around them (Lochmiller & Lester, 2017). This chapter provides thick
description data from participant interviews that address the following research questions
guiding the study:
1. What experiences do nontraditional, first-generation, older adult students face as they
interact with staff and faculty when transitioning from GPAS to DMCC?
2. What factors do nontraditional, first-generation, older adult students perceive
supported, or hindered, their educational transition from GPAS to DMCC?
Participants
The researcher’s unique position as the sole educational advisor for adult education &
extended learning (noncredit) at DMCC may bias participants’ responses, impacting data
interpretation. Participants were recruited from DMCC in October, 2 months into the 2023 fall
semester. The 10 participants were nontraditional, first-generation, older adult students (25 years
old or older) with diverse racial/ethnic backgrounds who had “successfully” transitioned from
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GPAS to DMCC. This group included five adult students enrolled in an adult education
concurrent enrollment program (enrolled in a GED or high school diploma program at GPAS
while simultaneously enrolled at DMCC) and five adult students in a noncredit ESL program at
DMCC. Recruitment involved communication through email, calls, and texts to adult students in
concurrent enrollment programs and email outreach to five noncredit ESL college faculty. Inperson visits were made to noncredit ESL classes at DMCC, and interviews were conducted in
November. Table 3 provides a summary of participant demographic information.
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Table 3
Participant Demographics
Participant
pseudonym
Gender Age Country of
origin
Race and
ethnicity
Highest
education
obtained
Adult education
program
Paula Female 39 United states Mexican
and
Hispanic
GED adult
student
Adult education
concurrent
enrollment
Iglesia Female 43 Mexico Mexican
and
Hispanic
HS diploma
adult
student
Adult education
concurrent
enrollment
Candelaria Female 51 El Salvador Salvadorian
and
Hispanic
Some college Noncredit
(ESL)
Daisy Female 43 Mongolia Mongolian
and Asian
Some college Noncredit
(ESL)
Heriberta Female 31 Honduras Honduran
and
Hispanic
Some college Noncredit
(ESL)
Minnie Female 55 Mexico Mexican
and
Hispanic
Some college Noncredit
(ESL)
Alma Female 41 Guatemala Guatemalan
and
Hispanic
Spanish
GED adult
student
Adult education
concurrent
enrollment
Chiva Female 49 Cambodia Cambodian
and Asian
GED adult
student
Adult education
concurrent
enrollment
Antonio Male 29 United states Mexican
and
Hispanic
HS diploma
adult
student
Adult education
concurrent
enrollment
Areli Female 52 Mexico Mexican
and
Hispanic
Some college Noncredit
(ESL)
Zoom interviews took place over a 2-week period, accommodating participants’
availability, with durations ranging from 27 to 98 minutes and averaging 45 minutes each;
participants were assigned pseudonyms for confidentiality. The interviews focused on gathering
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information about the transitional barriers adult students encountered when transitioning from
GPAS to DMCC. This included experiences as adult education concurrent enrollment students
and noncredit ESL students at DMCC. The aim was to contribute to knowledge about
transitional, social, and cultural disparities in California’s community college system. The study
addressed entrenched inequities faced by adult students daily, such as ESL barriers,
unemployment, child care access, transportation issues, cost of attendance, and the challenges
faced by first-generation adult learners. Nontraditional, first-generation, older adult students
were recognized as a marginalized and underrepresented student population lacking access and
opportunity to thriving resources.
Each participant had a unique story about their transition from adult education to
community college in California, sharing experiences of educational gaps and barriers. Among
the 10 participants, nine were female and one was male, aged between 29 and 55 years. The
participants represented seven countries and had diverse educational backgrounds: two were in a
high school diploma program, two in a GED program, one in a Spanish GED program, and five
had some college experience. At the time of the study, eight participants, four employed and four
unemployed, were motivated to pursue higher education for better career prospects/improved
career opportunities, increased income/financial stability, and a desire for self-improvement/selfworth. Overall, their common motivations included educational motivation and personal growth,
transitional challenges and support systems, and their sense of belonging at DMCC.
Participant Profiles
Paula is motivated to pursue higher education with a clear purpose, driven by ambition, a
desire for personal growth, and the goal of securing a better job. Her daughter, who is also a
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community college student, significantly influenced Paula’s decision to return to school, serving
as motivation for her educational pursuits. As an undocumented student with severe anxiety,
Paula has a strong personal goal to complete her education, transition from underpaid part-time
jobs to a more stable career and be a positive example and role model for her children.
Encouragement and continuous support from her sister, stepsister, daughter, and husband played
a crucial role in her decision to attend college. Paula describes her educational journey as
positive and transformative, highlighting personal growth and increased self-awareness. She
emphasizes the importance of taking things one day at a time and maintaining a humble attitude
despite positive changes.
Iglesia feels a strong responsibility toward education, with family influencing decisions
about her class schedules and educational commitments. She emphasizes the importance of
effective time management for balancing work, education, and family. As an undocumented
student, she is concerned about legal barriers affecting her educational and career opportunities,
highlighting the need for more support programs for undocumented students. Iglesia shares
personal challenges as a nontraditional student, including ESL proficiency concerns and the fear
of judgment from her classmates. She also has a worry about investing in education for specific
careers with potential employment barriers due to legal restrictions for undocumented students,
suggesting the need for support programs facilitating her transition to the workforce. Despite
facing discouragement from a teacher, Iglesia’s resilience and determination drive her pursuit of
higher education despite undocumented obstacles. The transition from adult education to
community college has positively impacted her, leading to increased self-esteem and confidence.
Candelaria initially joined an adult school to learn English but faced challenges when
placed in a higher-level ESL class than expected. Her motivation to pursue higher education at a
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community college stemmed from a desire for a better job due to physical health limitations;
financial obligations and the need for a job without physical labor were significant motivating
factors. Financial constraints, coupled with unemployment, affected her ability to cover personal
expenses as a college student; she relied on her husband for financial support. Despite facing
ESL and financial challenges, she reported a positive impact on her life, including increased
confidence, improved language skills, and a sense of accomplishment as a college student.
Daisy is motivated to improve her English language skills for better communication with
neighbors, friends, and her daughter. Family, especially her daughter, influenced her decision to
pursue higher education, driven by the desire to communicate effectively with family members
and be independent. Daisy’s current business involves interactions with clients throughout the
United States, and she sees higher education as a means to enhance language skills, improve
business communication, and potentially increase income. Family support is crucial in Daisy’s
educational journey, and the transition from adult education to community college is seen as a
positive experience, bringing progress, improved language proficiency, and new opportunities as
a college student.
Heriberta has a strong desire for personal growth and improvement, recognizing the
importance of education as she matured. The decision to pursue higher education stems from a
wish to better herself and avoid limitations. Family support, especially from her husband, played
a crucial role in encouraging her to attend college. Her husband’s encouragement and belief in
her potential were significant motivating factors. Heriberta is motivated to pursue higher
education for better career opportunities, improved pay, and financial stability, aiming for a
better job and financial future. She highlights self-motivation, expressing a personal commitment
to do something meaningful for herself and her life, thus viewing college attendance as a step
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toward achieving those personal goals. Heriberta has gained knowledge and is actively
encouraging family members, like her younger brother, to pursue higher education as well.
Overall, she describes a positive impact from the transition, noting a changed mentality,
excitement about learning new things, and the pursuit of a better life.
Minnie aims to attend college and learn English to communicate more effectively with
her family, especially her grandchildren. She wants to bridge the language gap and share her
experiences, morals, and values with the younger generation. Inspired by her father, a policeman,
she is motivated to learn and improve her English skills, expressing a desire to contribute to
society, possibly in law enforcement. Despite challenges in managing household responsibilities
while attending college, including initial resistance and jealousy from her husband, Minnie
developed effective multitasking strategies. She demonstrates resilience, credits her strength to
faith and a positive mindset, and has a passion for education. She is committed to proving that
people can change and improve their lives through learning, viewing higher education as a way
to become a better person and contribute positively to society. She describes the positive impact
of transitioning from adult school to community college as a life-changing experience,
emphasizing personal growth, acquiring new habits, and adopting a positive mindset.
Alma chose to pursue adult education and later attend community college to enhance job
prospects and seek better opportunities. Balancing being a full-time employee, a single mom, and
a student presented time management challenges, but she successfully overcame them,
underscoring the importance of effective time management in adult education. The responsibility
of raising a child and the desire to set an example for her child served as both a motivation and a
hurdle in managing the transition from adult education to college. Her decision for higher
education was not only influenced by external factors but also driven by a personal commitment
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to growth and self-improvement. Despite feeling a mix of excitement and nervousness upon
entering college, she highlighted the financial support of free noncredit ESL classes during the
initial period as crucial for pursuing college. While family support wasn’t explicitly mentioned,
Alma stressed the importance of coworkers as a community support system, serving as
motivators and mentors during the transition. Overall, the impact of the transition was very
positive, providing hope, a sense of accomplishment, and personal growth, dispelling concerns
about age differences in the classroom.
Chiva, a non-native English speaker, was concerned about her language skills when
moving from adult education to community college. Despite this, she’s determined to improve
her life through higher education and learning English, willing to overcome challenges in and
outside the classroom. Since transitioning, she has gained hope and self-control, valuing the
opportunity to continue learning English. Now, she aims to pursue a career in finance or real
estate, fueled by her confidence in learning a new language.
Antonio pursued higher education primarily because of the upcoming responsibility of
becoming a father; this was his main motivation. Secondary motivations included personal
growth and the desire for more career opportunities. Time constraints due to full-time work and
other personal obligations posed significant barriers, including challenges with commuting,
coordinating class schedules, and balancing work responsibilities. Despite these challenges, he
received strong support from his spouse, who had prior college experience and encouraged him
to pursue higher education. The transition to community college had a positive impact on his life,
providing a sense of confidence and accomplishment. Antonio sees this experience as an
opportunity for personal and professional growth, potentially leading to improved negotiation
skills at work.
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Areli pursued higher education primarily to learn English, especially after moving to the
United States from Mexico. She is self-motivated to enhance her English fluency, recognizing its
importance in daily life and work; limited ESL classes were taken in Mexico before moving to
the United States. The decision to attend adult school was influenced by family members who
suggested it as a good opportunity to learn English, with her husband playing a supportive role in
encouraging the pursuit of education. Areli felt comfortable and improved her English after
successfully transitioning from adult school to community college. She expresses a positive
experience and plans to continue taking ESL classes, emphasizing the importance of the learning
experience at the college level.
Findings for Research Question 1: What Experiences Do Nontraditional, First-Generation,
Older Adult Students Face As They Interact With Staff and Faculty When Transitioning
From GPAS to DMCC?
This section presents a qualitative analysis drawn from interviews with 10 participants
who “successfully” transitioned from GPAS to DMCC. They offered firsthand insights into their
journeys transitioning from adult education to higher education within the CCC system. Through
detailed discussions, participants revealed various factors influencing their educational paths,
including interactions with staff and faculty. These experiences unveiled transitional challenges,
such as the need for academic enhancement, study skills refinement, and effective time
management; adult students often require assistance with enrollment procedures, accessing
financial aid, and adapting to college life complexities (Alamprese, 2005). From this data, two
overarching themes emerged: the pivotal role of an educational advisor from the community
college, and the significance of fostering a sense of belonging both inside and outside the
classroom.
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Theme 1: The Pivotal Role of an Educational Advisor From the Community College
As adult learners navigate their educational journeys, they encounter unique challenges
and diverse needs that require customized support systems. Research indicates that adult students
often hesitate to enroll or re-enroll in college, perceiving it as primarily tailored for younger,
traditional-aged students between 18 and 24; past negative experiences and traumas during their
onboarding process contribute to this sense of hesitation as well (Shasta College Attainment &
Innovation Lab for Equity, 2021). As such, theme one investigates the pivotal role of an
educational advisor from the community college in fostering academic guidance, career
counseling, social integration, and educational persistence among adult learners transitioning
from adult school to community college. This theme explores the formation, dynamics, and
effectiveness of having an educational advisor physically present at adult schools, alongside the
factors contributing to the sustainability and scalability of adult students within educational
institutions like the CCC system. In the realm of adult education within community colleges, the
pivotal role of an educational advisor stands as a cornerstone in supporting an environment
conducive to meaningful learning experiences, academic achievement, and advocacy for adult
students.
For example, both Paula and Iglesia reference the unique advantages and benefits of the
student support program known as adult education concurrent enrollment and highlight the
positive impact of their educational advisor who assisted them during the transition from adult
education to community college. Paula shared,
You, my educational advisor, you were my student support from the college and that’s
what really sparked it for me. As I enrolled into the adult school and into the college, it
was like… I felt like I was a caterpillar. I say that I was a caterpillar starting at the adult
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school because, you know, I was transitioning into the adult school and then into the
college, and then into my own self. I was, like … dealing with anxiety, stress, you know
… and my nutrition, and then going back to school and finally, I was putting my
priorities first. It felt great, and I couldn’t have done that without you, or I couldn’t have
realized what was really important without you, at least.
Paula credits her educational advisor as her primary support, emphasizing the crucial role
they played in her transformative journey. Using the metaphor of a caterpillar, she illustrates her
progression from adult school to college, symbolizing personal growth. While recognizing
challenges like anxiety and stress, she appreciates the positive shift in her priorities. Paula
expresses gratitude to her educational advisor for guiding her to focus on what truly matters,
enabling her to prioritize education and personal development.
Iglesia also shared,
I don’t have to worry about having that limitation of not having social security or, or
money, or I don’t feel like ‘Oh, you’re undocumented, you cannot go to college.’ Or that
you don’t have a certain type of benefit since you are not born here, so you can’t have,
you know, financial aid assistance from the government. But it’s more, like, by being an
adult education concurrent student, everything just opens up… This is huge financially,
mentally, and, and also with this vision of keep on going for more because I’ve been
having the help of such a great program. So this is, oh my God, how can I explain… the
concurrent enrollment, I love that. I don’t even have words to describe it. It’s like when
you’re talking about your kids or somebody that you love, it’s just so amazing! I consider
myself so blessed by having the concurrent enrollment program, by being a high school
student, and most importantly, by finding people like you [educational advisor] and by
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finding awesome teachers that support me in my goals and education… I remember my
teacher would challenge me and say ‘You need to do better. It’s nice to have you here,
but you need to do better!’… but without my educational advisor, it wouldn’t be possible.
Thank you, my educational advisor, for introducing me to adult education concurrent
enrollment, and for helping me throughout the whole application and registration
process… You [educational advisor] are a main key here. I truly think you’re
[educational advisor] the one that has a key to open up the big gates for all adult students.
Iglesia expresses deep gratitude for her educational advisor and the adult education
concurrent enrollment program, seeing it as a blessing from God that opened significant learning
opportunities. The program’s advantages, such as the ability to register for college credits
without financial constraints, instilled confidence and eliminated worries about tuition for her.
Iglesia also values the program’s inclusivity, breaking down barriers related to immigration
status or financial aid limitations. Mentally, financially, and in terms of personal vision, the
program has had a positive impact on her life. She considers herself blessed to be part of it and
sincerely appreciates her educational advisor for introducing her to this program and for
supporting her through the college application and registration process; she struggles to find
words to describe the concurrent enrollment program’s significance but expresses deep love for
it. Overall, she considers the support received from the program, her educational advisor, and
adult school teachers as a blessing, emphasizing the pivotal role of her educational advisor in
unlocking college opportunities for all adult students.
Similarly, Heriberta and Chiva agreed with Paula and Iglesia regarding the pivotal role
played by their educational advisor, serving as their main point of contact and a significant
support system at the college, as Heriberta expressed,
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Once again, it’s you [educational advisor]. Yes, trust me because like I said, you
[educational advisor] know, everybody at the college, yes, they help you and everything
but you [educational advisor] have something that they don’t have. For example, you
[educational advisor] teach better, you [educational advisor] told us better what to do, and
how to do it. Is like you’re [educational advisor] holding our hands to give those steps,
you understand? Like you [educational advisor] have the, how can I say, hmm, the
patience to deal with things more, you know? Like you [educational advisor] don’t leave
us, you [educational advisor] just don’t say the things and leave us alone to do it. You
understand? You [educational advisor] there until it’s done, you know? So I think that’s
the difference between them over there at the college, everyone in general, and you
[educational advisor] right here… Seriously, is you [educational advisor]. For example,
any question I have, you [educational advisor] the one that I call first, is you [educational
advisor]. I don’t go nobody else at the college. I don’t go look for help over there or from
anyone else… It’s you [educational advisor], you know. So yeah, that’s what it is. Yep,
you [educational advisor] are the most helpful person.
Heriberta emphasizes the unique and essential support provided by her educational
advisor, acknowledging that while others at the college are helpful, her educational advisor
stands out. She highlights her educational advisor’s exceptional teaching and guidance, noting
his patience and continuous assistance. Her educational advisor, according to Heriberta, not only
imparts information but also guides her through each step, ensuring understanding and task
completion. She expresses a deep trust in her educational advisor, considering him the go-to
person for any questions or assistance at the college. The overall message conveyed is that her
educational advisor’s support is unparalleled and invaluable in her educational journey.
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Chiva added,
I have you [educational advisor]… All that transition to go to the college is because you
[educational advisor]. And, also, when I had a question with my class textbook, you
[educational advisor] also take, like, the time to help me for that too. And I always, like
it, call you [educational advisor] to ask for help for my homework, for my assignment,
and you [educational advisor] did help me for that. It’s all because of you [educational
advisor].
Chiva highlights the vital role her educational advisor played in her transition to college.
Her educational advisor provided essential support, aiding not only in the transition process but
also assisting with various academic challenges like questions about college textbooks and
homework. Chiva expresses gratitude for the continuous help from her educational advisor,
crediting his support for her successful transition to college and overcoming educational
challenges.
As for Daisy, she proudly mentioned,
Yes, I have only one barrier, and it’s to understand English. I feel I couldn’t do it.
Unfortunately, without your [educational advisor] help, the English barrier and the
system barrier is hard to find and do anything on campus. It’s complicated, but thank
goodness for you [educational advisor]. Now me and my classmate are starting together
in community college together. But the key to everything, it’s you [educational advisor]
… only because of you [educational advisor], I, I can do college. You are my big support.
Daisy’s response highlights her struggle with understanding English as her main obstacle
to navigating college. She expresses a sense of doubt and frustration, feeling overwhelmed by
this language barrier and the complexities of the college system. However, she credits her
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educational advisor for providing crucial assistance and support. With the help of her educational
advisor, Daisy and her classmate are now embarking on their journey together at community
college. Daisy emphasizes the pivotal role of her educational advisor, acknowledging him as the
key factor enabling her to pursue higher education. She expresses deep gratitude, recognizing her
educational advisor’s support as essential to her ability to navigate and succeed in college.
Overall, Daisy’s response underscores the importance of supportive mentors, such as her
educational advisor, in helping students overcome barriers and achieve their academic goals.
Candelaria also stated,
But everything okay, the professor are friendly and the people who work in the place are
friendly. So that helps a lot. Especially, I feel, my educational advisor helped me a lot
because he gives us the confidence to, to go and to continue to go to college, and he
motivate me to, to go to the next level after adult school… I remember when he say, ‘Go
to the ESL level 49, you can do it,’ and I say him ‘I’m scared’ because I was not ready
but I’m glad he told me to go and I’m glad to hear that. The English language is still hard
but now I’m college student thanks to my educational advisor!
Candelaria’s response reflects on the support she has received from her professors,
colleagues, and especially her educational advisor during her college journey. She acknowledges
the positive atmosphere created by friendly professors and staff, which has significantly
contributed to her overall experience. Candelaria emphasizes the crucial role her educational
advisor has played in providing encouragement and motivation. She recalls a specific instance
where her educational advisor’s belief in her abilities gave her the confidence to advance to the
next level of ESL classes, despite her initial apprehension. Candelaria credits her educational
advisor for instilling confidence in her and guiding her through her educational journey,
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ultimately leading her to become a college student. She expresses gratitude for her educational
advisor’s support and acknowledges their instrumental role in her academic success. Overall,
Candelaria’s response highlights the transformative impact of supportive mentors, such as her
educational advisor, in empowering students to overcome challenges and achieve their
educational goals.
Minnie added,
But for support, I would say… You [educational advisor]. I’m gonna sound like a broken
record, but it’s you [educational advisor]. You [educational advisor] know how to
connect with me. Like, I didn’t know how to even, like, apply for college. I don’t know
nothing about the, all the information and because I asked you [educational advisor] to
help me, you [educational advisor] helped send me to the best place … college. Thank
goodness for you [educational advisor]!
Minnie emphasizes the vital role played by her educational advisor in providing support
and guidance throughout her college application process. She expresses profound gratitude
toward her educational advisor, highlighting their ability to establish a strong connection and
effectively assist her in navigating unfamiliar college territory. Minnie admits her initial lack of
knowledge about college applications and the related procedures. However, she credits her
educational advisor for stepping in and offering valuable assistance, ultimately directing her
toward the right educational path. Minnie’s repeated acknowledgement of her educational
advisor’s support underscores the depth of her appreciation and the significant impact their
guidance has had on her journey toward pursuing higher education. Overall, Minnie’s response
highlights the critical importance of supportive mentors, such as her educational advisor, in
empowering individuals to overcome obstacles and access educational opportunities.
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Alma shared,
But yes, my educational advisor, the college counselor at the adult school, yes, he’s the
one who’s talking to us about going to college and explaining us what programs are there.
For example, just the fact that he took us to the college campus on a tour and see around,
and I was picturing myself there already and by listening to him talking to us and what
possibilities and programs they have in college, wow ... And I felt that I’m, you know,
there’s so many young people over there and I’m an adult and thinking about going to
college and I’m thinking they will probably send me to go here and go there without help,
but having that person by my side, the college educational advisor, he made so much
difference… He knows where we’re coming from and he understands the background of
coming from adult school to college. He even take us into campus and shows us around,
he shows us everywhere with time and patience. He is great!
In Alma’s response, she expresses deep gratitude toward her educational advisor, who
serves as a college counselor at the adult school. Alma credits her educational advisor for
providing invaluable support and guidance in her transition from adult school to college. She
recounts how her educational advisor played a pivotal role in introducing her and her peers to the
various programs and opportunities available at the college. Alma emphasizes the impact of her
educational advisor’s efforts, particularly in organizing a campus tour, which allowed her to
envision herself as a college student. Despite feeling apprehensive about being an adult among
younger college students, Alma finds reassurance in her educational advisor’s presence and
guidance. She appreciates her educational advisor’s understanding of their unique backgrounds
and challenges, as well as his patience and dedication in showing them around the campus.
Overall, Alma’s response highlights the transformative influence of supportive mentors like her
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educational advisor in empowering adult students to pursue higher education and navigate the
transition process successfully.
Antonio expressed,
As for support in going through all of this, I would say my educational advisor, the adult
school college counselor. He helps coordinate the day for other adult students, like
myself, when it comes to the college campus tours and he helped us with the college
registration process too. I was lost and I didn’t know how the registration process
worked. Thanks to him, it was all possible. So, I would say, him. He helped a lot!
In Antonio’s response, he credits his educational advisor, who serves as the college counselor at
the adult school, for providing crucial support throughout his transition to college. Antonio
highlights the role of his educational advisor in organizing campus tours for adult students and
assisting with the college registration process. He acknowledges feeling lost and uncertain about
how to navigate the registration process independently, but thanks to his educational advisor’s
guidance and support, Antonio was able to successfully complete it. Antonio expresses deep
gratitude for his educational advisor’s assistance, emphasizing the significant impact it had on
his ability to transition smoothly to college. Overall, Antonio’s response underscores the
importance of supportive mentors like his educational advisor in facilitating the transition from
adult school to college and helping adult students navigate unfamiliar college processes and
procedures.
Theme 2: The Significance of Fostering a Sense of Belonging Both Inside and Outside the
College Classroom
Educational institutions overlook the importance of orientation for adult learners, who
require guidance in understanding college expectations, establishing new educational
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relationships, and adapting to unfamiliar routines as they transition into new educational roles
(Anderson et al., 2012). As such, participants consistently emphasized a theme focused on the
significance of fostering a sense of belonging, both within and beyond the college classroom,
underscoring its transformative impact on their educational journey. This theme highlights the
critical role of a strong sense of belonging in creating a welcoming environment and facilitating
a smooth transition for nontraditional, first-generation, and older adult students, thereby fostering
meaningful social connections among faculty. It highlights the interconnectedness of participants
within the college community, creating a collective narrative of shared experiences and mutual
support. Participants recognize the significance of academic support from faculty, social
networking among peers, and building relationships within the educational community. They
prioritize forming connections and fostering a sense of belonging among classmates, professors,
and the broader college community.
For example, Paula discusses her sense of belonging and purpose in her role as a
nontraditional, first-generation, older adult student, as she mentioned,
Hmm. One day at a time… No, it’s been positive. I mean, I hate to be at the same stress
level as my kids, like, you know, I have a 15 year old and he’s like, complaining about
school and then my daughter with, you know, her statistics class, and like, but hey, how
about mom? I want to be seen and acknowledged too, and that’s why I love college. I feel
like I belong now. It’s not a bad suffering anymore, it’s been positive thanks to the
professors and my classmates… A very positive feeling.
Paula expresses a sentiment of taking things “one day at a time,” which suggests a
mindset of managing challenges gradually. However, she quickly shifts to a more positive
outlook, highlighting her satisfaction with her college experience. She draws a comparison
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between her stress levels and those of her children, indicating that she previously felt overlooked
or neglected in terms of her own needs amid her responsibilities as a parent. She expresses a
desire for recognition and acknowledgement as an individual, separate from her role as a parent.
Paula then contrasts this with her experience in college, where she feels a sense of belonging and
appreciation. She attributes this positive change to the support she receives from professors and
the camaraderie she shares with her classmates. Overall, her response illustrates a transformation
from feeling overwhelmed and overlooked to feeling valued and supported within the college
community, leading to a more positive overall outlook on her educational journey. This
underscores the importance of personal growth, acknowledgement, and a positive transformation
in her life during college.
Iglesia also mentioned,
It’s a huge difference. It’s, uh, challenging and I keep on learning. And, and, pursuing
more like, it makes you wanna keep on moving forward to look for more… More classes,
more understanding, more knowledge. College helps you with long words too. Like, how
to communicate, how to make you feel more confident, how to make you feel more with
your self-esteem. It boosts up your self-esteem in a way that, now, you know, you
understand certain things, in certain areas. Also, I don’t wanna call college a negative, it’s
not… I’m so happy now, about going to college. I feel welcomed and I don’t feel scared
or discouraged. My professors and classmates have been a huge help, I love them!
Iglesia describes a significant positive transformation experienced since starting college.
She expresses that the college experience is challenging yet rewarding, and it motivates her to
continue learning and seeking new opportunities for growth. She emphasizes the acquisition of
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practical skills, such as communication and confidence-building, as well as the expansion of her
knowledge base. She highlights the positive impact of college on her self-esteem, noting that she
now feels more capable and confident in various areas of life. Iglesia also rejects any notion of
college being negative, and instead, expresses happiness and gratitude for the supportive
environment created by professors and classmates. Overall, her response illustrates how college
has empowered her to embrace learning, gain confidence, and feel welcomed within the college
community.
As for Candelaria, she expressed,
Since college, now I can read more than when I was in, in the adult school. And I think I
can speak a little more too… I don’t know if you [educational advisor] remember when I
said I barely can talk, yeah? I mean, my husband would come and speak for me, yeah, I
would wait for him. And now I feel better than when I started classes here. It was positive
for me. So very positive because now my husband doesn’t have to be here. I can do it on
my own. I feel welcome here by the professors and my classmates. Little by little, I still
learning, little by little but better than a year ago. Very positive, good feeling, thank you.
Candelaria points out significant improvements she has experienced since enrolling in
college compared to her time at the adult school. She notes that she has developed better reading
and speaking skills, which has increased her confidence and independence. She recalls a time
when she struggled to communicate and relied on her husband to speak for her, highlighting the
progress she has made since then. Candelaria expresses gratitude for the positive impact college
has had on her life, particularly in terms of her newfound ability to communicate effectively and
independently. She also mentions feeling welcomed and supported by professors and classmates,
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which has contributed to her overall positive experience. Despite acknowledging that she is still
learning and progressing gradually, she expresses optimism and appreciation for the positive
changes she has experienced since starting college. Overall, her response illustrates the
transformative effect of higher education on her communication skills, confidence, and sense of
independence.
Daisy also expressed,
I think, of course, it was positive impact. Because I know that there are a lot of
opportunities and ways how to do college with your help as my educational advisor, and
with help from professors and classmates ... Me in college, I understand now. I go to this
place, go to that place, and I find the right way. I see it was good decision to do this
transition in college. I really happy to be in college because college really give me big
progress in my English, because before I just can’t read or just think in English, and now
I can speak. I don’t know good or bad but I can explain my thoughts and share with my
classmates my thoughts, and speak with my professors. Really, I enjoy being in college,
being student of college. My professors and classmates make me feel wanted.
Daisy emphasizes the positive impact that college has had on her life. She acknowledges
the support she has received from her educational advisor, professors, and classmates, which has
helped her navigate the college environment effectively. Daisy expresses a newfound
understanding of how to navigate college campuses and resources, indicating that she feels more
confident and capable as a result of her experiences. She particularly highlights the significant
progress she has made in her English language skills, noting that she can now speak English
proficiently and express her thoughts effectively. This improvement in language proficiency has
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empowered Daisy to actively participate in class discussions and communicate with her peers
and professors. Overall, Daisy’s response reflects a sense of satisfaction and gratitude for the
opportunities and support provided by college, as well as a newfound sense of belonging and
confidence in her academic abilities.
Heriberta added,
Yeah, it’s been positive of course. Yeah, it’s been positive for a lot of things, you know,
one of them, like I say, you go there with a good mentality about success, like ‘Oh, you
want to do something better for your life? Go to college!’ So it’s been positive, especially
when you come out from those classes and speak with the professors about college. Also
the same thing makes you feel excited that you wanna go back and continue. And when
you learn new things too, that’s also good, you know, you learn things that you never
knew before. So that is possible. Whatever it is, you learn something, even if it’s small,
it’s something, it’s better than nothing ... The professors and my classmates make me feel
like I belong somewhere!
Heriberta expresses a positive outlook on her college experience, highlighting several
factors that have contributed to her satisfaction. She emphasizes the positive mindset she adopted
when deciding to pursue higher education, viewing college as a pathway to success and personal
betterment. Heriberta describes feeling motivated and excited about her college classes,
particularly when interacting with professors and engaging in discussions about academic topics.
She appreciates the opportunity to learn new things, noting that even small discoveries contribute
to her overall growth and development. Additionally, Heriberta values the sense of belonging she
experiences within the college community, crediting both her professors and classmates for
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making her feel welcomed and included. Overall, Heriberta’s response reflects her enthusiasm
for learning and her appreciation for the supportive environment provided by college,
underscoring the positive impact it has had on her personal and academic growth.
As for Minnie, she added,
Like I said, at first was mix. And, life is, let me tell you, like it’s going, I don’t know if
it’s for everybody, but it was for me… Since I start college, I have a lot of situations for
me to stop coming. My husband getting crazy, he didn’t like me going. I wouldn’t be
home and he wanted me there, to cook, to clean… And if it wasn’t for my professor,
because she really, really talk to me and say, ‘We can do this, you belong here.’ It was
awesome but it was hard… I don’t have a house out here and I leave home at 3 o’clock in
the morning every day, and my husband’s telling me ‘It’s not worth it. What are you
doing?’ But. I love it. I love it. I don’t change this opportunity for nothing ... Yes, this
wasn’t easy, but I love it and it’s worth it. I know where I belong. My professor and
friends tell me to keep going!
Minnie’s response reflects a journey marked by initial uncertainty and challenges, but
ultimately filled with determination and gratitude for her college experience. She acknowledges
the mixed feelings she initially had about starting college, recounting the obstacles she faced,
particularly in balancing her family responsibilities with her academic pursuits. Despite
resistance from her husband and the logistical challenges of commuting early in the morning
without a nearby residence, Minnie expresses deep appreciation for the support she received
from her professor, who encouraged her to persevere and assured her of her place in college.
This encouragement and affirmation played a significant role in Minnie’s decision to continue
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her education, despite the difficulties she encountered. She emphasizes her love for college and
the profound sense of belonging she has found within the college community, crediting her
professor and friends for motivating her to persist. Minnie’s response highlights the
transformative power of encouragement and support in overcoming adversity and finding
fulfillment in pursuing educational opportunities.
Alma also shared,
Oh, very positive, very positive. Going to college give me hope. Give me hope that it’s
never late, that I can do it even though I am an adult. I really appreciate every single
minute that I’m in college classes and not being, not being embarrassed, I will say, for
being an adult 40 years old in a classroom with 19 and 18 years old students. My
professor encourages me and tells me don’t quit … So yeah, I’m so very, very happy,
with very self-control. It did really help me personally. Now I can say I do have a college
location, a college home.
Alma’s response radiates with positivity and gratitude for the transformative impact that
attending college has had on her life. She describes her experience as “very positive,”
emphasizing that it has given her hope and renewed confidence in her abilities, despite being an
adult learner. Alma appreciates every moment spent in college classes, viewing them as
opportunities for personal growth and development. She expresses relief at not feeling
embarrassed about her age in the classroom, crediting her professor for providing encouragement
and support that has motivated her to persevere. Alma’s sense of happiness and self-assurance is
palpable as she reflects on the profound personal transformation she has undergone since starting
college. She proudly declares that she now considers college to be her “home,” signifying a deep
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sense of belonging and fulfillment in her academic journey. Alma’s response exemplifies the
empowerment and sense of purpose that higher education can instill in adult learners, reinforcing
the idea that it is never too late to pursue one’s dreams and aspirations for nontraditional, firstgeneration, older adults, regardless of age.
Chiva also expressed how college feels like home as she shared,
I think I can continue to the college and improve more on my English language because I
feel like the college is for me now… College feels safe and like home. It’s like, it’s like a
better step, yeah, it’s like a better place for me to finally step into, for a better education
and a better life. The professor are helpful and my classmates encourage me!
Chiva’s response reflects a sense of optimism and determination toward continuing her
education at college. She expresses confidence in her ability to further enhance her English
language skills through her college experience. Chiva describes feeling a strong sense of
belonging and comfort within the college environment, likening it to a safe and welcoming
home. She views college as a significant and positive step forward in her pursuit of a better
education and a better life. Chiva appreciates the support she receives from her professors, noting
their helpfulness, as well as the encouragement she receives from her classmates. Overall,
Chiva’s response highlights her positive outlook on the opportunities afforded by college and her
commitment to personal and academic growth within this supportive community.
Regarding Antonio, he expressed,
Oh, absolutely, you know, absolutely positive. I would say that, I mean, you know, not
only has college given me a sense of confidence in a way, right, to know that you’re able
to accomplish a goal and work toward obtaining new goals. So I think my professors,
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classmates, and the college overall just kind of gave me that confidence, that mindset that
I was able to do the hard things and to be able to continue doing that, you know, that
mindset, it’s been absolutely positive. And not really just with regards to working hard,
but I would say, you know, just feeling different, like in a sense, like I don’t know,
feeling like I belong here just as much as any other student, young and old… Although
it’s been so much time since I went back to school, I’m happy to say I was able to set a
goal in college and you know, get to the finish line, even though these are just the first
steps of many that I have to accomplish.
Antonio expresses his overwhelmingly positive experience with college, emphasizing the
profound impact it has had on his confidence and sense of belonging. He credits his college
experience with instilling in him the belief that he can achieve goals and persevere through
challenges, attributing this mindset to the support of his professors, classmates, and the overall
college environment. Antonio also reflects on feeling a sense of acceptance and belonging within
the college community, despite any initial reservations or doubts. He celebrates achieving his
goal of completing college, acknowledging it as the beginning of a journey toward further
accomplishments, despite the time that has passed since he first returned to school. Antonio’s
response highlights the transformative nature of his college experience and his gratitude for the
opportunities it has provided him by building confidence, fostering a sense of belonging, and
empowering him to pursue and achieve his goals.
Lastly, Areli expressed,
Yeah, very positive experience in college because I feel better about my life, I feel
comfortable in class thanks to the professors, and I feel like college is very good for me. I
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see other older adults like me in college and I thought college wasn’t for old adults like
me, but now, I see differently and I feel welcomed, like the college wants me here.
Areli’s response reflects her positive experience with college and how it has positively
impacted her life. She begins by expressing that her college experience has made her feel better
about her life overall. She attributes this feeling to the comfort she experiences in class, which
she credits to the professors. Areli also mentions feeling that college is beneficial for her
personally. She then discusses a shift in her perspective regarding older adults attending college.
Initially, she may have believed that college was not for people her age, but seeing other older
adults pursuing education has changed her perception. She now feels welcomed by the college
community and believes that the institution values her presence. Overall, Areli’s response
highlights how her college experience has brought about personal growth and a sense of
belonging, challenging and reshaping her previous beliefs about education and age.
Discussion for Research Question 1
This chapter presented findings from interviews aimed at exploring the daily experiences
of nontraditional, first-generation, older adult students during their transition from GPAS to
DMCC. The objective was to understand their interactions with staff and faculty, considering the
significant presence of first-generation students and adult education learners in the CCC system
which serves 35% of first-generation students and 10% of adult education and English language
learners (CCCCO, 2021a). The CCC system plays a critical role in advancing equity, economic
mobility, and prosperity, particularly for Californians age 25 and older without degrees,
commonly referred to as adult learners. As such, adult students represent a substantial portion of
total enrollment, accounting for approximately 42% within the CCC system (Shasta College
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Attainment & Innovation Lab for Equity, 2021). As nontraditional, first-generation, older adult
students enroll at higher rates due to recent policies and initiatives, it is essential to examine what
CCC institutions, including staff and faculty, are doing to support them. From Research Question
1, two overarching themes emerged: the pivotal role of an educational advisor from the
community college, and the significance of fostering a sense of belonging both inside and
outside the college classroom. These findings provide valuable insights into how adult students
navigate their educational environments through their interactions with staff and faculty.
Findings for Research Question 2: What Factors Do Nontraditional, First-Generation,
Older Adult Students Perceive Supported, or Hindered, Their Educational Transition
From GPAS to DMCC?
In this section, we dive into qualitative data obtained from interviews with 10 participants
who “successfully” transitioned from GPAS to DMCC. Through their narratives, we explore the
diverse aspects of their educational journeys, focusing on the complexities of transitioning from
adult education to postsecondary education at the community college level in California. Adult
learners moving from adult basic education programs at the adult school level to higher
education programs at the community college level frequently encounter significant transitional
challenges due to the varying nature of adult education goals among students (Alamprese, 2005).
As we analyze their educational experiences, motivations, and moments of triumph that have
shaped their life and career paths, three main themes emerged as fundamental elements of their
stories: transitional challenges, the indispensable role of family support systems, and a
commitment to self-improvement. Through this exploration, the goal is to provide insights into
the transformative power of education and the resilience demonstrated by individuals as they
navigate significant life transitions, moving from adult school to community college.
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Theme 1: Transitional Challenges
Despite the accessibility of open-access institutions like California community colleges,
which offer opportunities for college attainment and employment with family-sustaining wages,
many nontraditional, first-generation, older adult students are unable to take advantage of these
opportunities due to various transitional challenges (CLP, 2023). These challenges, compounded
by factors such as part-time academic enrollment, full-time employment, financial constraints,
and family responsibilities, among others, create unique institutional barriers and transitional
challenges distinct from those encountered by traditional students, thereby necessitating a
nuanced exploration of the support mechanisms and hindrances encountered by adult learners in
a ‘traditional postsecondary environment’ (Frey, 2007). During the interviews, participants
consistently discussed the challenges involved in transitioning from adult education to
community college. This theme dives into the inherent difficulties of the transition process,
including language barriers, concerns about college expectations, and unfamiliarity within the
college environment. Participants shared their experiences moving from various educational
levels to community college, emphasizing the timing of transitions and the unexpected
opportunities that arise. Participants openly discussed personal and academic challenges,
including struggles with time management leading to feelings of giving up, family
responsibilities taking precedence over school, a lack of cultural diversity within the community
college, and the shyness, intimidation, and overall fear of English language proficiency.
For example, Candelaria discusses the language barriers she faced as a nontraditional,
first-generation, older adult student. Candelaria specifically mentioned,
During the college, I always feel, like, shy, because I’m not sure if I speak well, and that
when I try to say something, I don’t think they understand because when I got with
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someone, is always say something wrong, you know. So I am little shy, nervous, little
scared and embarrassed because I think I’m not saying, is not right…
Candelaria’s response reflects her feelings of insecurity and self-doubt regarding her English
language skills while attending college. She describes feeling shy and nervous because she is
unsure if she speaks English well. Candelaria expresses concern that others may not understand
her when she tries to communicate, leading her to feel embarrassed and scared. She
acknowledges a persistent fear of making mistakes in her speech, which further contributes to
her feelings of insecurity. Overall, Candelaria’s response illustrates the emotional challenges she
faces in navigating college due to language barriers, highlighting the impact of these feelings on
her confidence and comfort level in social and academic settings.
Minnie also discusses the difficulties she faced during the transition, specifically in
dealing with language barriers, as she expressed,
When I was at adult school, over there, that’s, well, the English language class was, you
know, like, easy. But at the college, with the English language class, no, they’re really
challenging. When I came here, to the college, is the real thing. They’re serious about it. I
mean, all adult students know this. It feels like the police academy… The teachers at the
college tried to be like, more like, focus on your English language. For example, talking
Spanish at the adult school is okay. But, in college, you need to be serious about it.. No
Spanish talk at all because that’s not part of the learning at the college. Very intimidating
for me and my classmates.
In Minnie’s response, she contrasts her experience in English language classes between
adult school and college. She explains that while the English classes at adult school felt relatively
easy, those at the college level were much more challenging. Minnie notes that upon
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transitioning to college, she encountered a significant increase in expectations and rigor. She
likens the college environment to the intensity of a police academy, highlighting the seriousness
with which English language learning is taken. Minnie emphasizes that unlike at adult school,
where speaking Spanish was acceptable, college instructors require students to focus solely on
English. This shift in language expectations can be intimidating for Minnie and her classmates,
as they navigate the demanding academic environment of college. Overall, Minnie’s response
sheds light on the higher academic standards and cultural adjustments that adult students may
encounter when transitioning from adult school to college.
As for Alma, she discusses challenges in managing her time during the transition, as she
expressed,
Hmm, time management is my challenge. To get it all fixed on my schedule is hard. It is
too much at times and I feel like giving up.
In Alma’s response, she identifies time management as her primary challenge. She
expresses difficulty in effectively organizing and managing her schedule to accommodate her
various responsibilities and commitments. Alma describes feeling overwhelmed by the demands
on her time, leading to moments of frustration and the temptation to give up. This highlights the
significant stress and pressure she experiences in trying to balance her academic pursuits with
other aspects of her personal life. Alma’s response underscores the importance of effective time
management skills in navigating the demands of college and suggests that she may benefit from
strategies or support to help her better manage her schedule and alleviate feelings of overwhelm.
Antonio also discusses challenges in balancing his time as a full-time employee during
the transition, including transportation issues, as he stated,
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Again, finding time or making time to go down and meet with the counselors, or attend
the classes regularly, or be a full-time student during the year… You don’t always have
time during the weeks to be able to get a fixed schedule like that, to be able to take
classes regularly. Sometimes it could be tough with your employer, you know. I’ll say
that’s definitely a barrier. But, thankfully no, nothing really like monetary barriers. You
know, the, the programs that I was able to take advantage of, the adult education
concurrent enrollment, were at no cost to me, so I’m kind of very thankful for that…
Hmm, I would also say maybe commuting a little bit into DMCC is a barrier, like a
transportation barrier. I had ended up moving a little bit outside of the city, so just to
commute in and make time was one of the barriers. Oh, I would also say, you know, with
dedicating time even to class, work, and things like that, you know, let alone the class
itself. That is a bit of a barrier, again, when you’re working full-time… You know,
overall, the responsibility of supporting your family while working full-time and going to
school, plus transportation, are unfortunate barriers.
In Antonio’s response, he discusses several challenges he faces as an adult student
balancing work, family responsibilities, and attending college. One major obstacle he mentions is
finding time to meet with counselors, attend classes regularly, and maintain a full-time student
status. Antonio highlights the difficulty of establishing a fixed schedule due to conflicting
demands from his employer and the challenges of commuting to the college, especially after
moving outside the city. He also mentions the responsibility of supporting his family while
working full-time, which adds to the complexity of managing his time effectively. Despite these
barriers, Antonio expresses gratitude for programs like adult education concurrent enrollment
that are available at no cost to him, mitigating potential monetary obstacles. Overall, Antonio’s
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response underscores the multifaceted challenges faced by adult students juggling work, family,
and educational commitments, including time management, transportation, and financial
concerns.
Lastly, Areli emphasizes the importance of the transition through language barriers, as
she strongly stated,
I need to learn English. If I understand, good, but I don’t, and I need my English for life.
Because, when I made the taxes, alot times people only speak English and I need know…
Stuff like that, you know. And when I go to the college, I scared of speaking and don’t
ask for help… It’s scary. I scared.
Areli’s response reflects her urgent need to learn English for practical reasons in her daily
life, such as dealing with tasks like taxes where English proficiency is essential. She expresses
frustration at times when she struggles to understand English, recognizing the importance of the
language for various aspects of her life. Areli also admits to feeling scared and intimidated when
it comes to speaking English, particularly in academic settings like college, where she may be
hesitant to ask for help due to fear. Her response highlights the emotional challenges and barriers
she faces in learning English and navigating English-speaking environments, underscoring the
significant impact language proficiency has on her confidence and ability to engage in various
aspects of life.
Theme 2: The Indispensable Role of Family Support Systems
First-generation adult students pursuing postsecondary education often face challenges
balancing their academic aspirations with family and work responsibilities; this typically leads to
part-time enrollment rather than full-time commitments (Kasworm, 2012). In some cases, adult
students encounter resistance from family members who do not prioritize higher education,
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adding to the stress of their academic journey (Williams, 2016). These pressures can fuel
anxieties about outpacing their peers and loved ones, contributing to lower graduation rates and
higher attrition rates (Tate et al., 2013). However, contrary to this trend, participants in this study
find inspiration in their familial relationships. Their loved ones, including daughters, friends,
clients, grandchildren, and even newborn offspring, serve as powerful motivators for pursuing
higher education and overcoming obstacles.
Thus, the indispensable role of family support systems emerges as a central theme,
extending beyond immediate relatives to encompass the essential support network of children
and grandchildren, alongside friends, neighbors, coworkers, and clients, during the transition
from adult school to community college. Participants vividly illustrate how familial bonds,
spanning across generations, profoundly influence and support individuals throughout their
educational endeavors. Their narratives brighten the desire to serve as positive role models for
family members and loved ones, highlighting the indispensable nature of familial support in
navigating both emotional and academic challenges encountered during the college journey.
For instance, in Daisy’s case, her educational drive encompassed the following, as she
expressed,
My motivation is to go to college and learn English better. My motivation is to be better
or to speak better, to understand. For example, I want to go to school and learn English so
I can understand my neighbors, my friends, and my daughter. My daughter is 6 years old
and she is learning a lot and will be really good in English one day, better than me, and in
future, I don’t want to have problem speaking with her. I would like to speak with my
daughter, my friends, and with clients, for example, in my work and business here in the
[United States].
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Daisy’s response reflects a strong desire to improve her English language skills for
various reasons. She begins by stating that her motivation for attending college is to enhance her
proficiency in English. She expresses a desire to become better at speaking and understanding
the language. Daisy provides examples of how improved English skills will benefit her daily life,
such as being able to communicate with her neighbors, friends, and most importantly, her
daughter. Her daughter’s learning journey serves as an inspiration for Daisy, as she envisions
being able to communicate effectively with her daughter as she grows older. Additionally, Daisy
emphasizes the practical importance of English proficiency in her work and business interactions
with clients throughout the United States. Overall, Daisy’s response highlights her motivation to
improve her English language skills to better connect with others in both personal and
professional contexts.
Minnie, placing greater emphasis on her personal development, stated,
My grandchildren say they understand me, but they don’t. I remember when they come in
to me crying and we don’t fully understand each other, I don’t like it. I just see so much
pain in his little face, you know, like I see him saying ‘Please talk to me in English, I
don’t understand you’ and I don’t know how to and I always think about that in my
mind…With my family, I want my grandchildren to know my heart, to know me, and just
like, how about them? I see how they ignore us. I mean, they don’t understand what I’m
saying in English, not because we don’t want to. They’re not gonna, like really
understand the deep, beautiful things that we have to share because as an adult, I give
experience… I want to share my experience in life, teach them morals, beautiful things,
things they need to pass on to family… So going to college to learn English is all my
motivation at the end of the day, and this is for my family and my grandkids because I
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want to communicate with them in English. I try in Spanish, but it goes nowhere. I want
to have this beautiful, rich, conversations, and I want to share my past, history,
experience, morals, values, and I want to pass it on to the next generation.
Minnie’s response reflects a deep emotional desire to bridge the communication gap with
her grandchildren. She expresses frustration and sadness when she recalls moments of
misunderstanding with them, particularly when they are upset and unable to fully express
themselves to her. Minnie keenly feels the pain her grandchildren experience when they struggle
to communicate with her in English. She yearns for them to understand her heart and
experiences, emphasizing the importance of passing down family values and life lessons. Minnie
sees learning English as a means to connect more deeply with her grandchildren, enabling her to
share her rich life experiences, morals, and values with them. She recognizes that language
barriers hinder these meaningful interactions and views attending college to learn English as a
crucial step toward fostering stronger familial bonds and passing on generational wisdom.
Ultimately, Minnie’s motivation to learn English is deeply rooted in her love for her family and
her desire to communicate with them in a more profound and meaningful way.
Antonio draws his educational motivation and personal growth from entering parenthood,
as he affirmed,
A couple of years ago, when I got this process started, I realized I was going to be a
father. That was my primary motivation. I mean, you know, bringing a baby into this
world, I wanted to be a better person for my son and I wanted to grow as a person in
terms of pushing myself and pursuing a higher education. My secondary motivation was
moving up with work, as I knew you don’t get so far with just experience. I think I
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needed more ways to show that I’m qualified to move up, and that was going back to
school and earning a degree.
Antonio’s response reveals a dual motivation behind his decision to pursue higher
education. Initially, he highlights the profound impact of impending fatherhood as his primary
driving force. Recognizing the responsibility of bringing a child into the world, Antonio
expresses a strong desire to become a better person for his son. This realization ignites a personal
growth journey, prompting him to push himself academically and pursue higher education as a
means of self-improvement. Additionally, Antonio identifies career advancement as a secondary
motivation. Acknowledging the limitations of solely relying on experience to progress
professionally, he recognizes the importance of obtaining a degree to demonstrate his
qualifications and open up opportunities for career growth. Overall, Antonio’s response
underscores the transformative power of parenthood and the pragmatic approach of leveraging
education for personal and professional development.
Finally, Areli emphasizes the significance of fluency in both English and Spanish for the
sake of her daughter, as she expressed,
I motivate myself because, I really, hmm, think that I really need to be fluency for
myself, my daughter, and my work… I needed it. I did and still do.
Areli’s response reflects a strong internal motivation driven by personal, familial, and
professional aspirations. She emphasizes the importance of achieving fluency in English for
herself, her daughter, and her work. Areli’s motivation stems from a deep sense of necessity,
indicating that she views English fluency as essential for various aspects of her life. By
expressing “I needed it. I did and still do,” Areli underscores the ongoing and persistent nature of
her motivation. This suggests that her drive to become fluent in English is not just a passing
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desire but a fundamental necessity that continues to shape her efforts and commitment. Overall,
Areli’s response highlights her unwavering determination to improve her language skills for selfimprovement, effective communication with her daughter, and enhanced opportunities in her
professional endeavors.
Theme 3: A Commitment to Self-Improvement
Based on the findings from participants, there is a pressing necessity to investigate the
factors that impact the educational transition of nontraditional, first-generation, older adult
students from GPAS to DMCC. With over 4 million California adults lacking a high school
diploma or its equivalent (Petek, 2022) and facing barriers to prosperity due to low educational
attainments and income inequalities (CLP, 2023), it is evident that this demographic is
disproportionately affected by socioeconomic challenges. For example, the significant gap in
median weekly earnings and unemployment rates reveals that over 30% of adults without a high
school diploma live in poverty (Bohn et al., 2022), while adults with graduate degrees
experienced the highest earnings and lowest unemployment rates (U.S. Bureau of Labor
Statistics, 2022). This emphasizes the critical need to understand the commitments to selfimprovement displayed by nontraditional, first-generation, older adult students when accessing
and thriving in postsecondary education.
Throughout the interviews, participants consistently emphasized factors such as personal
motivation, growth, and a commitment to self-improvement, which played significant roles in
fostering a positive impact on adult learners and fueling their foundational drive for higher
education. This transformative journey was evident in the increased confidence and positive
mindset among adult learners, as they articulated the rare opportunities provided by college, the
fatigue from juggling numerous part-time jobs, the lack of familial college knowledge, the
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fulfillment of their aspirations to become college graduates, the exhaustion from physically
demanding jobs, the belief that age is merely a number with no barrier to learning, the prospect
of higher income upon earning a college certificate or degree, and overall, the importance of selfimprovement for personal fulfillment. Motivation for pursuing higher education remains deeply
rooted in adult learners’ desire for personal development, advancement, and access to better
opportunities, including enhanced career prospects, increased income, and financial stability.
For instance, both Paula and Iglesia maintained a positive outlook on their educational
future as they invested in a high school and college education. Paula embarked on a new chapter
in life after resigning from her job, sensing an educational opportunity on the horizon. She
mentioned,
On my 1st day of class at the adult school, you [college educational advisor] walked in
and talked about going to college. And I was like ‘Wow! I was meant to be here. This is
what I wanted to pursue after high school… the opportunity to go to college! … Oh man,
this is where I’m supposed to be, like, this is where I should have been instead of
working a part time job!’ I’m tired of working these little part-time jobs, and you know,
no one’s seen me for what I am and completing a ECE college certificate and the adult
school GED at the same time speaks volume for me and my family. I mean we had like,
you know, family, like cousins of cousins that did go to college and do that, but never
graduated from college. And like, in our household growing up, it was never talked
about. Like, you need to go to college was never a thing, but like what I’m doing with my
kids now, I tell them college is the way and you will go to college! I will better myself
and so will my kids!
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Paula’s response reflects her profound sense of purpose and determination to pursue
higher education. She recalls a pivotal moment during her 1st day of class at the adult school
when her college educational advisor discussed the possibility of attending college, sparking a
realization that this was the path she wanted to pursue after high school. Paula expresses
frustration with her past experience of working part-time jobs and feeling undervalued,
highlighting her desire for greater opportunities and recognition of her capabilities. She sees her
decision to pursue both an early childhood education (ECE) college certificate and a GED at the
adult school as a significant accomplishment, not only for herself but also for her family. Paula
shares that while college was not emphasized in her household while growing up, she is
determined to instill the value of higher education in her own children. She sees education as a
means to improve both her own life and the future prospects of her children, breaking
generational barriers and setting a positive example for her family. Overall, Paula’s response
reflects her strong sense of agency, resilience, and commitment to creating a better future for
herself through the power of education.
As for Iglesia, she did not complete high school, let alone consider attending college. She
mentioned,
There is a lot of motivation I am receiving. There are a lot of programs and benefits to
take advantage of. I told myself, ‘I want to get my high school diploma, I’m gonna get it.
I will take advantage of the adult education concurrent enrollment program at DMCC ... I
have too!’ After hearing you [college educational advisor] speak to my class about going
to college, I took advantage of the opportunity for myself! I am now one step closer to
fulfilling my dreams as a high school and college graduate.
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Iglesia’s response reflects her strong motivation and determination to pursue her
educational goals. She mentions feeling inspired by the various programs and benefits available
to her, which serve as sources of motivation. Iglesia sets a clear goal for herself, to obtain her
high school diploma and earn college credit, and expresses her commitment to achieving it by
taking advantage of the adult education concurrent enrollment program at DMCC. She credits
her decision to pursue higher education to the influence of her college educational advisor, who
spoke to her class about the opportunities available at the college. This encounter motivated
Iglesia to seize the opportunity for herself, bringing her one step closer to realizing her dreams of
becoming both a high school and college graduate. Iglesia’s response highlights her proactive
approach to her education and her willingness to seize opportunities for personal and academic
growth.
Regarding Candelaria, her educational drive and personal development encompassed the
following, as she expressed,
I told myself, ‘Go to school. Go to school because you can’t be working physical labor.’
But my sister say, ‘I am an old woman’ … But I said to her, ‘It’s never too late to
continue to learn something new, it’s never too late. I can be 18 or 70. You can still go to
school’ ... Because I like the school, you know. And because I always want to learn
something new. And now, I told myself, ‘This is your time, go to college!’
Candelaria’s response reflects her internal dialogue and determination to pursue further
education despite potential doubts or objections from others, such as her sister. She recalls telling
herself that she should attend school rather than continuing physical labor, recognizing the value
of education as a pathway to different opportunities. Despite her sister’s concerns about age,
Candelaria firmly believes that it is never too late to continue learning and improving oneself.
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She emphasizes her passion for learning and the excitement she feels about the prospect of
acquiring new knowledge. Candelaria’s decision to attend college is driven by her desire to
further her education and seize the opportunity she sees before her. Overall, her response
highlights her resilience, optimism, and unwavering commitment to personal and intellectual
growth.
Heriberta, emphasizing her personal development, stated,
First of all, before, when I was younger, I didn’t have the power for me to say ‘Oh, I
really want to go to college,’ but now the older that I’m getting, mmm, I’m getting more
mature maybe, that’s why I feel like, ‘Okay, wait a minute, I’m already 31.’ I don’t want,
you know, to be someone they don’t go to college… Even if it is a small career,
something like that, you know. So I wanted to do something for myself, something for
my life, like, to get a better job and better pay opportunity, you know, so all that are
motivation, you know. I tell myself, ‘You cannot be just here and not do nothing with
your life. You have to go to college. You have to go study, learn something, even if it is
something small, you have to.’ That’s what I say is my motivation. I will graduate from
college!
Heriberta’s response reveals a significant shift in her perspective and priorities as she has
grown older. She reflects on how, when she was younger, she did not feel empowered to pursue
college education. However, as she has matured, she has come to recognize the importance of
furthering her education and enhancing her opportunities for personal and professional growth.
Despite being 31 years old, Heriberta is determined not to let age hinder her from pursuing her
educational aspirations. She expresses a strong desire to make something meaningful out of her
life, aiming for a better job and improved financial prospects through higher education.
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Heriberta’s motivation stems from a sense of self-empowerment and the belief that she owes it to
herself to invest in her future through education. She resolves to take action and commit to her
goal of graduating from college, regardless of the size of the career she pursues. Overall,
Heriberta’s response demonstrates her determination, self-awareness, and commitment to
personal and professional development through higher education.
Regarding Alma, her educational drive and personal development encompass the
following, as she shared,
My motivation is to go to school and get better positions, better pay, better opportunities.
And if I have that diploma and that degree, I can get paid more and move up… Yes,
definitely I say to myself that I need to keep on growing. I am uneducated, personally
back home, so, definitely have to continue here in the United States. I have to find ways
to, to continue going to school and college and finding successful careers. It just really
encourage me! I will do it!
Alma’s response reflects a strong motivation to pursue education for the purpose of
advancing her career prospects and improving her financial situation. She expresses a desire for
better positions, higher pay, and more opportunities, recognizing that obtaining a diploma and
degree could lead to increased earning potential and career advancement. Alma acknowledges
her personal background of limited education, particularly back home, and views further
education in the United States as essential for her personal growth and success. She is
determined to continue her education and find successful careers, finding encouragement in the
belief that her efforts will ultimately lead to positive outcomes. Alma’s response demonstrates
her determination to overcome educational barriers and achieve her goals through continuous
learning and self-improvement.
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Lastly, Chiva, conversely, places greater emphasis on personal growth, as she shared,
No family influenced me or motivated me… No, because, I am thinking, yeah, like the
independent person. So what I thinking? I’m not working, so I thinking school it’s better
for me. Yeah, I can learn. Yeah. I can know more stuff from adult school and college. I
must, I have to, for me!
Chiva’s response highlights her independent nature and self-motivation in pursuing
education. She explains that her decision to attend school is driven by her own thoughts and
considerations rather than external influence from family members. Despite not receiving direct
encouragement or influence from her family, Chiva recognizes the value of education for herself.
She views attending school as a beneficial opportunity to learn and expand her knowledge, both
at the adult school and college level. Chiva emphasizes a sense of personal responsibility, stating
that she must and has to pursue education for her own benefit. Overall, her response illustrates
her determination to invest in her own growth and development through higher education, driven
by her intrinsic motivation to learn and improve herself.
Discussion for Research Question 2
This chapter presented findings from interviews aimed at exploring the daily experiences
of nontraditional, first-generation, older adult students during their transition from GPAS to
DMCC. As highlighted in the literature, first-generation adult learners face various obstacles,
encompassing personal, professional, and institutional barriers (Ritt, 2008). A significant hurdle
often encountered is the balancing act between personal responsibilities and pursuing higher
education, wherein the pursuit of higher education is often given lower priority (Williams, 2016).
The aim of this study was to uncover factors that either supported or hindered their educational
transition. From Research Question 2, three main themes emerged: the indispensable role of
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family support systems, transitional challenges, and a commitment to self-improvement. These
findings shed light on how nontraditional, first-generation, older adult students perceive their
educational environments, both within and beyond the classroom, providing valuable insights for
educators and policymakers alike.
Summary
In summary, this chapter explores the experiences of nontraditional, first-generation,
older adult students as they transition from GPAS to DMCC, aiming to understand their
interactions with staff and faculty, and to uncover factors that either supported or hindered their
educational transition. With adult learners representing a significant portion of enrollment within
the CCC system, it becomes imperative to assess the support mechanisms in place for this
distinct and historically marginalized demographic. Through the investigation of two research
questions, the study reveals the pivotal role of an educational advisor, the importance of fostering
a sense of belonging, the essential role of family support systems, transitional challenges, and a
commitment to self-improvement. Additionally, it highlights the various obstacles faced by
nontraditional, first-generation, older adult learners, including balancing personal responsibilities
and prioritizing education. The findings underscore the interconnected factors of the transition
process, emphasizing the necessity for comprehensive student support systems and program
improvements to cater to the diverse needs of nontraditional, first-generation, older adult
students.
Moving forward, the following chapter aims to explore further the implications of these
findings, offering insights into how educators and policymakers can better support
nontraditional, first-generation, older adult students. By examining the identified themes and
challenges, Chapter Five seeks to provide recommendations for future research and practice to
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enhance educational programs and address transitional barriers faced by this demographic. The
chapter aims to contribute to the ongoing discourse surrounding adult education and
postsecondary transitions within the CCC system. Through a comprehensive understanding of
the experiences and needs of nontraditional, first-generation, older adult students, Chapter Five
strives to foster positive pipelines, on-ramps, and support mechanisms for adult learners,
advocate for restorative justice, and promote a more resilient, diverse, and inclusive educational
environment conducive to the success of adult learners.
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Chapter Five: Discussion and Recommendations for Practice
As César Chávez eloquently stated, “We cannot seek achievement for ourselves and
forget about progress and prosperity for our community… Our ambitions must be broad enough
to include the aspirations and needs of others, for their sakes and for our own” (César Chávez
Foundation, 2022). The purpose of this qualitative case study was to explore the daily
experiences of adult students transitioning from GPAS to DMCC, encompassing their
interactions with staff, faculty, academic counselors, and educational advisors both inside and
outside the classroom, aiming to understand the barriers faced by adult students in transitioning
from adult education to postsecondary education at the community college level in California.
Recognizing that addressing the transitional experiences of adult students requires collective
effort, the study advocates for collaboration among higher education professionals to foster
success and resilience among adult learners. By promoting cultural representation and fostering
dialogues within adult education communities, we aim to empower adult students to thrive rather
than merely survive. The following research questions were used to guide this study:
1. What experiences do nontraditional, first-generation, older adult students face as they
interact with staff and faculty when transitioning from GPAS to DMCC?
2. What factors do nontraditional, first-generation, older adult students perceive
supported, or hindered, their educational transition from GPAS to DMCC?
This chapter provides an overview of the findings presented in Chapter Four, derived
from interviews with 10 participants conducted over a 2-week period. It discusses practical
recommendations, limitations and delimitations, proposes avenues for future research, and
underscores the significance and impact of the study for K–16 educators and scholars. This
chapter also revisits Schlossberg’s transition theory (moving in, moving through, and moving
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out) and Bourdieu’s theory of social and cultural capital, as they are pertinent to understanding
the transitional barriers faced by adult learners in pursuing postsecondary education at the
community college level in California. The three key recommendations include:
1. Develop tailored support systems for adult students’ success inside and outside the
classroom.
2. Implement inclusive policies and initiatives to fortify adult students’ transition to
postsecondary education.
3. Establish an adult education engagement center on campus to foster belonging,
thereby enhancing the overall experience, retention, and success rates for adult
students.
Discussion of Findings
Research Question 1: What Experiences Do Nontraditional, First-Generation, Older Adult
Students Face As They Interact With Staff and Faculty When Transitioning From GPAS
to DMCC?
The findings pertaining to Research Question 1 establish a cohesive link with the
literature reviewed in Chapter Two and the theoretical framework. This connection is
particularly evident as adult students transitioning from adult basic education programs at the
adult school level to higher education programs at the community college level often encounter
significant transitional hurdles due to the varying goals within adult education (Alamprese,
2005). Aligning with Schlossberg’s transition theory (moving in, moving through, and moving
out), adult learners entering a new educational environment often share common agendas and
needs; they must acquaint themselves with the system’s rules, regulations, norms, and
expectations as they transition into new educational roles, form new educational relationships,
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and adapt to new educational routines for the first time (Anderson et al., 2012). These findings
shed light on the significant challenges faced by nontraditional, first-generation, older adult
students during their transition from GPAS to DMCC. Notably, the pivotal role of the
community college’s educational advisor emerges prominently, emphasizing the critical
importance of fostering a sense of belonging both within and beyond the college classroom.
These insights resonate with existing literature and the theoretical framework, further
highlighting the transformative nature of the participants’ educational journey, contributing to
the literature, and expanding understanding of the challenges associated with transitioning from
adult education to pursuing postsecondary education at the community college level in
California. This alignment with Bourdieu’s theory of social and cultural capital refers to the
various types of knowledge, skills, and behaviors needed during socialization, particularly within
higher education and community college social groups, underscoring the lack of social and
cultural capital experienced by nontraditional, first-generation, older adult students originating
from families without educational backgrounds (Bourdieu & Passeron, 1977). Both theoretical
frameworks, Schlossberg’s transition theory (moving in, moving through, and moving out) and
Bourdieu’s theory of social and cultural capital, apply to these adult learners’ experiences,
emphasizing the unique challenges they face in navigating educational transitions and acquiring
essential social and cultural capital.
The community college’s educational advisor emerges as a pivotal figure in supporting
adult learners, providing guidance on coursework, personalized career planning, facilitating
social integration, and delivering comprehensive support throughout their educational journey.
This thematic inquiry delves into the impact of having an educational advisor physically
available at adult schools and explores the factors contributing to the sustainability and
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scalability of adult education within institutions like the CCC system. These findings are
intricately linked to the literature discussed in Chapter Two, as the CCC system caters to a
diverse student body with varied educational goals, backgrounds, and needs, particularly
addressing historically underrepresented and underserved groups in higher education such as
nontraditional, first-generation, older adult learners, English language learners, veterans, and
foster youth students (CCCCO, 2021a). Recognizing the CCC system as a significant force for
advancing equity, economic mobility, and prosperity, it is imperative to acknowledge the
importance of adult learners aged 25 and older without degrees, as they represent a substantial
demographic that cannot be overlooked (Shasta College Attainment & Innovation Lab for
Equity, 2021). These findings align seamlessly with the literature reviewed in Chapter Two,
thereby aligning with the objectives of the CAEP, which aims to equip adult students with
technical knowledge, occupational skills, academic support, and life skills to bolster statewide
economic growth (CAEP, 2023d). Consequently, the role of the educational advisor becomes
indispensable, serving as a key facilitator in achieving these objectives.
Therefore, the findings underscore the pivotal role of educational advisors in cultivating
an environment conducive to significant learning opportunities, academic success, and advocacy
for adult students. Through the shared experiences of these adult learners, the invaluable support
offered by their community college educational advisor becomes apparent. Each expresses
heartfelt appreciation for the guidance and assistance received, attributing their educational
advisor for helping them surmount various challenges, including language barriers and
navigating unfamiliar procedures. These findings are intricately linked to the literature reviewed
in Chapter Two, where adult learners often carry past negative experiences and traumas into the
onboarding process, highlighting the importance of tailored support to facilitate their transition to
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college (Shasta College Attainment & Innovation Lab for Equity, 2021). These testimonials
underscore the transformative influence of supportive advocates, like educational advisors, in
empowering adult learners to pursue and achieve success in higher education, echoing the
sentiment of “Sí, se puede!” famously expressed by Dolores Clara Fernández Huerta
(U.S. National Archives, 2023). Moreover, these findings align with Bourdieu’s theory of social
and cultural capital, accentuating the importance of acquiring social networks, relationships, and
qualities of mutual recognition—provided by their community college educational advisor—that
adult learners lack and need to acquire to ascend the social ladder and facilitate social
advancement (Bourdieu & Passeron, 1977).
Alongside the pivotal role played by the community college’s educational advisor,
participants in this case study consistently emphasize the vital importance of fostering a sense of
belonging both within and beyond the college classroom. This highlights the significance of
faculty support, peer networking, nurturing relationships, and a profound sense of belonging
within the college community. These findings align with Bourdieu’s theory of social and cultural
capital, which suggests that one’s social class is determined by their possession of cultural
capital, including access to community networks and resources (Murdock, 2010). In this context,
the significance of faculty support, peer networking, and cultivating relationships within the
college community embodies the essence of cultural capital. Acknowledging the motivating and
transformative influence of a nurturing environment can significantly impact the position of
nontraditional, first-generation, older adult students in both society and their social circles
(Murdock, 2010). From navigating feelings of being overlooked to experiencing a sense of being
valued and supported, to gaining empowerment to embrace learning and build confidence,
themes of recognition, encouragement, and support emerge. Overall, these responses vividly
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illustrate the positive impact of college on personal growth, confidence, and a sense of belonging
within the college community, aligning with the theoretical framework of Schlossberg’s
transition theory (moving in, moving through, and moving out). This theory seeks to understand
how adult learners continually navigate transitions and changes, often necessitating new
relationships and a revised self-perception, thus emphasizing the importance of support and
encouragement throughout their educational journey (Schlossberg, 1981).
Research Question 2: What Factors Do Nontraditional, First-Generation, Older Adult
Students Perceive Supported, or Hindered, Their Educational Transition From GPAS to
DMCC?
The findings from Research Question 2 provide insights that resonate with the literature
explored in Chapter Two and the theoretical framework. These insights are reflected in the
identification of transitional challenges that hinder the educational journey of adult students,
along with the essential support provided by family systems and the commitment to selfimprovement that aids in their transition. Despite the opportunities presented by accessible
institutions like California community colleges, which offer pathways to higher education and
employment with family-sustaining wages, many nontraditional, first-generation, older adult
students face obstacles preventing them from seizing these opportunities (CLP, 2023). These
findings align with Bourdieu’s theory of social and cultural capital, where symbols of social
materialism, such as job security, access to child care, reliable transportation, and finances for
postsecondary education, delineate one’s social class and belonging, thereby separating adult
learners from the societal “elite class” due to their lack of social capital (Murdock, 2010).
Moreover, the findings shed light on the insecurities adult students face concerning English
language proficiency, further contributing to their differentiation from the elite class.
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The findings reveal that transitional challenges hindering the educational journey of adult
students are linked to uncertainties regarding their English language proficiency, resulting in
feelings of shyness, embarrassment, and fear of making mistakes. This underscores the critical
need to learn English for practical reasons and the presence of fear and intimidation in strict,
English-speaking environments within the community college. These findings highlight the
heightened expectations for English proficiency and cultural adaptation within the college
environment. Furthermore, as evidenced in the literature, the increasing population of ESL adult
students transitioning from nontraditional adult school systems to community colleges
emphasizes the necessity for high-quality programs and safe spaces to enhance academic literacy
and support college progression, ultimately improving the likelihood of ESL adult students
attaining postsecondary credentials and economic security (Hodara, 2015). These transitional
experiences align with Bourdieu’s theory of social and cultural capital, which emphasizes the
importance of adult learners acquiring various skills, such as English proficiency, and behaviors,
like higher educational readiness, during the socialization process (Bourdieu & Passeron, 1977).
These skills and behaviors are vital for adult learners to access resources, knowledge, and
opportunities necessary for upward social mobility (Bourdieu & Passeron, 1977), including
pursuing postsecondary education at the community college level in California.
Time management emerges as a significant struggle for adult students, as they grapple
with overwhelming demands on their schedule and experience frustration and temptation to give
up. These findings align with the literature reviewed in Chapter Two, which highlights the
challenges faced by first-generation adult learners, classified as nontraditional students attending
colleges and universities (Williams, 2016). These adult students face moderate to high risk
factors, including being typically older, employed part-time/full-time, single parents (Pusser et
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al., 2007), and having less experience in higher education, which may lead to a lack of
confidence in completing their academic goals (Monroe, 2006). Moreover, recent data from 2021
indicate that adult workers aged 25 and over who earned less than a high school diploma had the
lowest median weekly earnings at $626 along with the highest unemployment rate at 8.3%;
however, those with graduate degrees had the highest earnings and lowest unemployment rates
(U.S. Bureau of Labor Statistics, 2022). This places adult students without secondary and
postsecondary education at a significant disadvantage, as their nontraditional characteristics—
such as being academically enrolled part-time, working full-time jobs, struggling with financial
independence/the cost of education, and/or prioritizing family and parental responsibilities—
create institutional and transitional barriers that differ from those faced by traditional students; as
a result, transitioning and succeeding in a ‘traditional postsecondary environment’ becomes
challenging for adult students (Frey, 2007). Additionally, balancing work, family, and education
presents complex challenges, including difficulties with fixed schedules, commuting, and
financial concerns, often causing postsecondary education to take a backseat for first-generation
adult students when faced with competing personal responsibilities (Williams, 2016). Overall,
these findings illuminate the multifaceted challenges encountered by adult learners,
encompassing English language barriers, academic expectations, time management, low
educational attainments, and balancing multiple responsibilities during their educational
transition as most first-generation adult learners grapple with personal, professional, and/or
institutional barriers (Ritt, 2008).
In addition to the transitional challenges faced by nontraditional, first-generation, older
adult students during their educational journey, the findings underscore the invaluable role of
family support systems, thereby facilitating their transition from GPAS to DMCC and linking
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back to the literature reviewed in Chapter Two. For example, the findings highlight adult
students’ heartfelt aspirations to bridge the English communication gap with their grandchildren,
emphasizing the significance of family ties and the transmission of generational wisdom, thereby
underscoring the supportive role of family in shaping educational aspirations. This aligns with
Bourdieu’s theory of social and cultural capital, where family networks and support systems play
a crucial role, serving as sources of motivation, inspiration, and determination for adult learners
to acquire the knowledge, skills, and behaviors they may lack, such as proficiency in ESL and
being first-generation adult learners (Murdock, 2010). Thus, the importance of family support
systems in motivating adult learners to enhance their English language skills and achieve their
goals is emphasized within the familial context.
The commitment to self-improvement also emerges as a significant factor facilitating the
transition of nontraditional, first-generation, older adult students from GPAS to DMCC. These
findings are reflective of the literature reviewed in Chapter Two, showcasing various motivations
driving adult students’ pursuit of higher education. The findings reveal that six out of 10 adult
students express a profound longing for college, viewing it as a path they were destined to take,
despite lacking the opportunity earlier in life, and similarly share their determination to break
familial cycles by setting new standards through obtaining diplomas and degrees for themselves
and their families. This internal commitment and motivation align with the literature and hold
significant importance, as adult students recognize the value of education in personal growth and
career advancement. It’s notable that more than 4 million California adults lack a high school
diploma or its equivalent, such as the GED (Petek, 2022), leading to barriers to prosperity and
income inequalities (CLP, 2023). Adult students understand that higher education offers better
job prospects and increased earning potential, evidenced by the fact that over 30% of adults aged
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25–64 without a high school diploma or the equivalent are in poverty compared to just under 8%
of college graduates (Bohn et al., 2022). These transitional experiences align with Schlossberg’s
transition theory (moving in, moving through, and moving out), involving adult learners
navigating the transition process, encountering disruption as old roles, relationships, and routines
evolve, and eventually leading to stability as new ones take root (Anderson et al., 2012). The
commitment to self-improvement is paramount as it underscores the transformative power of
education in shaping adult students’ futures and fostering a continuous journey of personal and
professional growth.
Recommendations for Practice
This study investigated the challenges faced by nontraditional, first-generation, older
adult students in higher education, including their limited social networks, unfamiliarity with the
postsecondary educational system, and feelings of isolation and lack of purpose. Adult learners
often encounter barriers stemming from inequity and marginalization, which hinder their ability
to access and succeed in postsecondary education. Transitioning barriers and the absence of
social and cultural support exacerbate these challenges. The following recommendations aim to
offer equitable access and opportunities for nontraditional, first-generation, older adult students
transitioning from adult education to postsecondary education in California.
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Table 4
Connection of Research Questions to Findings and Literature
Research questions Findings Literature
What experiences do
nontraditional, firstgeneration, older adult
students face as they
interact with staff and
faculty when
transitioning from GPAS
to DMCC?
The pivotal role of an educational advisor
from the community college (social
integration, tailored support, social
networks, relationships, mutual
recognition, social ladder, and social
advancement)
The significance of fostering a sense of
belonging both inside and outside the
college classroom (social and cultural
capital, community networks,
resources, social circles, new
relationships, revised self-perception,
support, and encouragement)
CCCCO, 2021a; Shasta
College Attainment &
Innovation Lab for
Equity, 2021; CAEP,
2023b; Bourdieu &
Passeron, 1977;
Murdock, 2010;
Schlossberg, 1981
What factors do
nontraditional, firstgeneration, older adult
students perceive
supported, or hindered,
their educational
transition from GPAS to
DMCC?
Transitional challenges (attaining
postsecondary credentials, economic
security, socialization process, upward
social mobility, institutional and
transitional barriers, and low
educational attainments)
The indispensable role of family support
systems (social and cultural capital,
family networks, and support systems)
A commitment to self-improvement
(barriers to prosperity and income
inequalities, limited educational
achievements and poverty, and
navigating the transition process; old
roles, relationships, and routines
evolve)
Hodara, 2015; Bourdieu
& Passeron, 1977;
Williams, 2016;
Pusser et al., 2007;
Monroe, 2006; U.S.
Bureau of Labor
Statistics, 2022; Frey,
2007; Ritt, 2008
Murdock, 2010
Petek, 2022; CLP, 2023;
Bohn, Danielson, &
Malagon, 2022;
Anderson, Goodman,
& Schlossberg, 2012
Recommendation 1: Develop Tailored Support Systems for Adult Students’ Success Inside
and Outside the Classroom
The implementation plan for developing tailored support systems for adult students’
success both in and out of the classroom, and throughout the community college system, entails
117
several key steps. Firstly, a comprehensive needs assessment will be conducted to identify the
specific academic, financial, and emotional needs of adult students through surveys, focus
groups, and interviews. Subsequently, internal stakeholder engagement will follow, involving
educational advisors, academic counselors, faculty, administrators, and external partners from
local adult schools to gather insights and perspectives on the needs of adult learners. Based on
the assessment findings, tailored support systems will be developed to provide academic
advising, career counseling, financial aid assistance, mental health support, and resources for
social integration, ensuring accessibility and cultural responsiveness. Drawing from Bourdieu’s
theory of social and cultural capital, particularly the concept of social networks and mutual
recognition qualities (Bourdieu & Passeron, 1977), it becomes apparent that fostering social
integration is essential for nontraditional, first-generation, older adult students to achieve
success.
Diversity, equity, and inclusion training and professional development opportunities will
also be provided for educational advisors and academic counselors to equip them with the
necessary skills and resources to effectively support adult students. Outreach strategies will be
implemented to raise awareness about the college support services available, utilizing various
communication channels and targeted initiatives. Evaluation mechanisms will be established to
assess the effectiveness of the tailored support systems, with continuous improvements made
based on feedback and data insights. Sustainability and scalability will be prioritized through
long-term planning, seeking funding opportunities, and fostering partnerships to support ongoing
operation and expansion efforts. By following this plan, the community college system can better
address the diverse needs of adult learners, promoting their academic success and overall wellbeing.
118
Recommendation 2: Implement Inclusive Policies and Initiatives to Fortify Adult Students’
Transition to Postsecondary Education
The implementation of inclusive educational policies and initiatives to fortify adult
students’ transition to postsecondary education, including Senate Bill 554 (SB 554) and
noncredit instruction, involves several essential steps. Initially, a thorough analysis of relevant
policies, including SB 554, will be conducted to understand their implications for supporting
adult learners and promoting inclusive teaching and advising practices. Integrating the principles
and requirements outlined in these policies into institutional practices will ensure alignment with
overarching goals. Next, the creation of noncredit instructional programs tailored to adult
learners’ needs will take place. These programs will feature flexible delivery formats and
engaging, relevant content to cater to the diverse learning styles and preferences of adult
learners. Faculty training and development initiatives will be prioritized to enhance
understanding of inclusive teaching methods and innovative pedagogical approaches. This focus
aims to cultivate an environment conducive to the success of adult learners.
Additionally, advising and support services will be strengthened to empower gatekeepers,
including classified professionals, faculty, and administrators across both college and adult
school levels. This empowerment will enable them to effectively address the diverse needs of
adult learners as they navigate various stages of transition. Evaluation measures will be
implemented to assess the effectiveness of policies and initiatives, with feedback informing
necessary adjustments and improvements. Collaboration with stakeholders and advocacy efforts
will play a crucial role in supporting the successful transition of adult learners into postsecondary
education and workforce training programs. This aligns with Schlossberg’s transition theory
(moving in, moving through, and moving out), which emphasizes the significance of support and
119
encouragement throughout adult learners’ educational journey (Schlossberg, 1981). By adhering
to this comprehensive plan, institutions can create inclusive environments and facilitate the
academic growth and personal success of nontraditional, first-generation, older adult students.
Recommendation 3: Establish an Adult Education Engagement Center on Campus to
Foster Belonging, Thereby Enhancing the Overall Experience, Retention, and Success
Rates for Adult Students
To establish an adult education engagement center aimed at fostering a sense of
belonging, purpose, and meaning among nontraditional, first-generation, older adult students, a
comprehensive plan is proposed. Beginning with a needs assessment, we will identify specific
requirements and preferences of adult learners for support services, mentorship, and community
engagement. A planning committee comprising administrators, faculty, staff, and adult learners
will then develop a strategic blueprint for the center’s establishment and operation. Securing a
designated physical space on the college campus, we will furnish it with essential resources,
including a food pantry with a breakroom, computer stations with printing access, portable
laptops, meeting rooms, course materials, textbooks, and multimedia equipment to facilitate
diverse activities and programs. These will include personalized support services such as
academic advising, career counseling, and financial aid assistance, in addition to student worker
and internship opportunities, as well as mentorship programs pairing adult learners with faculty
mentors.
Furthermore, community-building activities such as workshops, networking events, and
family nights (or “familia fiestas”) will be organized to nurture connections and foster a sense of
belonging within and beyond the educational sphere. Robust outreach efforts, utilizing various
communication channels, will be employed to raise awareness among adult learners and the
120
wider campus community. To ensure effectiveness, the engagement center will be staffed with
dedicated personnel, including an administrative assistant, outreach specialist, educational
advisor, academic counselor, faculty coordinator, and director of adult education. They will
undergo comprehensive training and continuous evaluation to ensure the engagement center’s
effectiveness in enhancing the overall experience, retention, and success rates of adult students.
Sustainability measures and opportunities for expansion will also be explored to meet the
evolving needs of adult learners and the college institution. Through these initiatives, the adult
education engagement center will serve as an indispensable resource hub and a beacon of Hope,
Opportunity, Mentoring, and Empowerment (H.O.M.E.), enriching the academic journey and
personal growth of adult learners within the college campus community. This aligns with
Bourdieu’s theory of social and cultural capital, suggesting that one’s social class is determined
by their possession of cultural capital, which encompasses access to community networks and
resources (Murdock, 2010). In this case, the adult education engagement center embodies this
concept by providing vital resources and fostering community connections for adult learners.
121
Table 5
Recommendation Timetable and Staff Responsible
Recommendations Timeline Staff responsible
Recommendation 1:
develop tailored
support systems for
adult students’
success inside and
outside the
classroom
Within the next year:
Conduct comprehensive surveys, focus
groups, and interviews to identify
academic, financial, and emotional needs of
adult students.
Engage internal stakeholders such as
educational advisors, academic counselors,
faculty, administrators, and external
partners from local adult schools to gather
insights on adult learners’ needs.
Based on assessment findings and stakeholder
input, develop tailored support systems
including academic advising, career
counseling, financial aid assistance, mental
health support, and resources for social
integration.
Educational advisor
Educational advisor,
academic counselor,
and director of adult
education
Student support services,
educational advisor,
academic counselor,
and director of adult
education
Recommendation 2:
implement
inclusive policies
and initiatives to
fortify adult
students’ transition
to postsecondary
education
Within the next year:
Conduct a comprehensive analysis of relevant
policies, including Senate Bill 554 (sb 554)
and noncredit instruction, to understand
their implications for supporting adult
learners.
Roll out the policies and initiatives across the
institution, ensuring that all stakeholders
are informed and prepared for the changes.
Implement evaluation measures to assess the
effectiveness of the policies and initiatives.
Educational advisor and
academic counselor
Educational advisor,
academic counselor,
and director of adult
education
Director of institutional
research and dean of
institutional
effectiveness
Recommendation 3:
establish an adult
education
engagement center
on campus to foster
belonging, thereby
enhancing the
overall experience,
retention, and
success rates for
adult students
Within the next year:
Establish a planning committee comprising
administrators, faculty, staff, and adult
learners to develop a strategic blueprint for
the establishment and operation of the
engagement center.
Officially launch the adult education
engagement center with a grand opening
event.
Implement evaluation measures to assess the
effectiveness of the engagement center in
enhancing the overall experience, retention,
and success rates of adult students.
Educational advisor,
academic counselor,
and director of adult
education
Director of adult
education and faculty
coordinator
Director of institutional
research and dean of
institutional
effectiveness
122
Limitations and Delimitations
In the context of research, anticipated limitations are factors one cannot control that may
affect the accuracy and reliability of one’s results, such as the truthfulness of one’s respondents.
Given the framing and methodological choices of my study, the anticipated limitations include
issues with my sample size and nonrandom sampling technique, limited research studies on
nontraditional, first-generation, older adult students (aged 25 and older) who are enrolled in an
adult education concurrent enrollment program, time constraints within my data collection
method (interviews), and the potential bias introduced by the researcher’s unique position as the
sole educational advisor for adult education & extended learning (noncredit) at DMCC may
influence participants’ perceptions and responses, thus potentially impacting the interpretation
and analysis of data.
As for anticipated delimitations, these are the choices one makes that have implications
for the data one collects, such as the questions one asks, or the number of observations one
conducts with their study. Given the parameters that I created for my study, the anticipated
delimitations include the use of Schlossberg’s transition theory (moving in, moving through, and
moving out) and Bourdieu’s theory of social and cultural capital guiding my research, the use of
interview and document analysis for data collection/protocol, and the use of small, purposeful
sampling in the selection of my participants.
Recommendations for Future Research
Recommendations for future research could include conducting similar qualitative studies
involving multiple California community colleges that partner with local adult schools and offer
CTE adult education programs. By expanding the scope to include a broader range of institutions
and program offerings, researchers can gain a more comprehensive understanding of the
123
transitional experiences of adult learners in different educational contexts. This approach would
allow for the exploration of variations in support services, institutional cultures, and program
structures, providing valuable insights into effective practices and areas for improvement across
the state.
It is essential to acknowledge the limitations of this qualitative case study, which was
confined to interviews with 10 participants conducted over a 2-week period. Moreover, the study
focused exclusively on adult education concurrent enrollment and noncredit ESL programs,
limiting the generalizability of the findings. The experiences examined were specific to GPAS
and DMCC, representing just one adult school and one college campus. Future research should
aim to address these limitations by employing larger sample sizes (including those adult students
who did not successfully transition from adult education to postsecondary education), longer
study durations, and broader programmatic scopes to enhance the validity and applicability of the
findings.
Conclusion
In addressing the pressing issue of educational attainment among adult learners, this
dissertation has focused on understanding the transitional experiences of nontraditional, firstgeneration, older adult students as they navigate the journey from adult education to
postsecondary education at the community college level in California. Drawing upon qualitative
methods, the study explored the daily experiences of these adult students, highlighting the
challenges they face and the support systems crucial for their success. Key findings shed light on
the significant role of educational advisors in facilitating the transition process and the
importance of fostering a sense of belonging within and outside the college classroom. These
findings underscore the transformative nature of the educational journey for adult learners and
124
emphasize the need for tailored support systems to address their unique academic, financial, and
emotional needs.
Moving beyond a mere summary of the findings, it is crucial to recognize the broader
implications and significance of this study. Addressing the transitional barriers faced by adult
learners is imperative for promoting equitable and inclusive educational pathways, ultimately
contributing to the reduction of educational achievement gaps and increasing student success
rates. By embracing supportive educational policies and initiatives and establishing dedicated
engagement centers, institutions can create environments conducive to the academic growth and
personal success of adult learners, thereby enhancing their quality of life and fostering a skilled
workforce for the future. In essence, the findings of this study not only provide insights for
educators and policymakers but also offer tangible pathways for addressing a national-level
problem of practice. By caring about and implementing the recommendations derived from this
research, we can pave the way for a more inclusive and equitable educational landscape,
empowering adult learners to achieve their full potential and contribute meaningfully to society.
125
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139
Appendix A: Interview Protocol for Nontraditional, First-Generation, Older Adult
Students
The following sections present the interview protocol and script used in this study.
Introduction
Good morning! Thank you once again for agreeing to participate in my research study. I
truly appreciate the time that you have set aside to answer my interview questions. The purpose
for this interview is to examine a line of inquiry regarding what experiences nontraditional, firstgeneration, older adult students face as they interact with staff and faculty when transitioning
from GPAS to DMCC, as well as, what factors nontraditional, first-generation, older adult
students perceive supported, or hindered, their educational transition from GPAS to DMCC. That
said, the reason I’m interviewing you is because you are a nontraditional, first-generation, older
adult student who “successfully” transitioned from GPAS to DMCC this 2023 fall semester, and
your transitional experiences are extremely valuable for my research. With this in mind, do I
have your consent to participate and move forward with this interview? If so, please note that
this interview is confidential and should take about an hour, does that work for you?
I also want to remind you about this study, the overview for which was provided to you
in the study information sheet, and answer any questions you might have about participating in
this interview such as the ethical principles and/or your voluntary status, meaning you can stop at
any time.
As previously mentioned, I am a doctoral candidate at the University of Southern
California (USC) and I am conducting a study on the transitional barriers from adult education to
earning a postsecondary education at the community college level in California. I am particularly
interested in framing the importance of this study as there is strong potential and opportunity in
140
creating a standardized pathway for a successful transition from adult school to community
college, and eventually to the workforce, especially for populations that the educational and
workforce systems have failed in the past, such as nontraditional, first-generation, older adult
students (Barrow & Gandal, 2022). The research and findings from this study will support the
work of adult school and community college leaders across the state of California in seeking to
change and create a better understanding of transitional barriers, thus easing the transition
process from adult education to higher education as adults moving from adult basic education
programs into higher education often face considerable challenges (Alamprese, 2005). In
framing the importance of Schlossberg’s transition theory (moving in, moving through, and
moving out) and Bourdieu’s theory of social and cultural capital, this will provide a perspective
in equity for historically marginalized, nontraditional, first-generation, older adult student
populations in filling the empty void within adult education, thus (a) uplifting a community of
adult students; (b) providing a sense of belonging, acknowledgement, and purpose for adult
students; (c) establishing a diverse student-centered system consisting of specific student support
services for adult students; (d) designing a college growing culture for adult students; (e) paving
the pathway for graduation at the California community college level and offering transfer
opportunities to 4-year universities for adult students; and (f) overall, leveraging educational and
financial resources while producing sustainable, equity-minded, and inclusive pipelines for adult
students, thus creating social mobility and social/cultural capital when earning a higher education
and finding a career within the workforce at the California state level. With this research, my
recommendations and solutions will become the adopted state standard/model for adult
education transitioning.
141
I plan on interviewing 10–15 nontraditional, first-generation, older adult students who
“successfully” transitioned from GPAS to DMCC, in order to gain further information from their
perspectives and learning environments. Nonetheless, I want to assure you that I am strictly
wearing the hat of researcher today. Meaning, the nature of my questions is not evaluative. I will
not be making any judgments on how you are performing as a nontraditional, first-generation,
older adult student. My goal is to understand your perspective, nothing else.
As a friendly reminder for both you and I, let’s review the ethical obligations. As stated
in the study information sheet I provided to you previously, this interview is strictly confidential.
What that means is that your name will not be shared with anyone outside of the research team. I
will not share your name with other staff, classified professionals, teachers, professors, advisors,
counselors, principals, directors, and/or the unified school/community college district. The data
for this study will be compiled into a report and while I do plan on using some of what you say
as direct quotes, none of this data will be directly attributed to you. I will use a pseudonym to
protect your confidentiality and will try my best to de-identify any of the data I gather from you.
I am happy to provide you with a copy of my final paper if you are interested. Lastly, as stated in
the study information sheet, I will keep the data in a password-protected computer and all data
will be destroyed after 3 years.
Before we get started, do you have any questions about the study? I also brought a
recorder with me today so that I can accurately capture what you share with me. The recording is
solely for my purposes to best capture your perspectives and will not be shared with anyone
outside the research team. However, in the state of California, explicitly asking for permission to
record is required by law. And so, may I have your permission to record our conversation?
Great, let’s begin!
142
Sense of Belonging/Purpose
Table A1
Interview Protocol
Interview questions Potential probes RQ Key concept
addressed
Background information: I’d like to start by asking you some background questions.
First, please tell me
about your adult
educational journey?
How did you learn about the adult school?
What did you learn at the adult school?
What classes and/or programs did you take
at the adult school?
What was your educational experience
before enrolling at the adult school, if at
all? Tell me about it.
Include any education obtained outside the
US, such as where you went to high
school? Or college/university?
Are you the first in your family to go to
college?
Are you willing to share some
demographics – Age? Ethnicity? Country
of Origin?
N/A N/A
What changes in your
life have motivated
you to continue
pursuing a higher
education at the
community college
level?
Describe your motivation for pursuing
higher education.
Did your family have an influence?
Did a career shift have an influence?
Did financial obligations have an influence?
Or was this simply a personal growth
decision?
RQ 2 N/A
How do you feel about
being a new student
here at DMCC?
What emotions run through your body each
time you step foot on campus?
What emotions run through your body each
time you step foot in the classroom?
What emotions run through your body each
time you step foot in the student services
building?
Heart of the interview, lack of social and cultural capital: Now that I know a bit about your
adult education journey, I’d like to move forward and start asking you about the transition
process from adult education to postsecondary education at the community college level in
California.
143
Interview questions Potential probes RQ Key concept
addressed
Tell me about your
decision to transition
from adult education
to community
college?
How did someone in your life, if anyone,
encourage you to attend college?
When did you first decide college was the
next step in your adult education journey?
RQ 2 Cultural
capital
What
barriers/challenges
did you face prior to
enrollment at the
community college, if
at all? Tell me about
it.
Was this before, during, or after your
college enrollment, if at all? Tell me
about it.
RQ 2 Social
capital
Organizational barriers: Now I would like to shift our focus to organizational influences on your
adult education path.
What people at school,
or outside of school,
were most helpful in
your transition from
adult school to
community college?
People at school such as student support,
faculty, or other students?
People outside of school such as coworkers
or work itself, if at all?
People outside of school such as
extracurricular activities and/or social
groups, if at all?
RQ 2 Cultural
capital
What academic support
programs were most
helpful in your
transition from adult
education to
community college, if
at all? Tell me about
it.
Was this academic support program offered
at the adult school, or at the community
college, if at all? Tell me about it.
RQ 1
RQ 2
Cultural
capital
What financial support
was most helpful in
your transition from
adult education to
community college, if
at all? Tell me about
it.
Tell me about any student support
programs/resources that helped.
Tell me about any family or community
financial support?
RQ 2 Social
capital
144
Interview questions Potential probes RQ Key concept
addressed
What social
supports/factors were
most helpful in your
transition from adult
education to
community college, if
at all? Tell me about
it.
What I mean by social support/factors is a
staff or faculty member helping your
transition, if at all? Tell me about it.
What I mean by social support/factors is
group chat text messages?
What I mean by social support/factors is
attending study table/tutoring sessions?
What I mean by social support/factors is
attending campus tours?
What I mean by social support/factors is
meeting your college professors before
the college semester starts?
RQ 1
RQ 2
Cultural
capital
What family and/or
community social
supports were most
helpful in your
transition from adult
education to
community college, if
at all? Tell me about
it.
What I mean by family and/or community
social support is a family member or
community member helping your
transition, if at all? Tell me about it.
What I mean by family and/or community
social support is attending special events
as a family or attending any community
center gatherings?
RQ 2 Social
capital
What family obligations
and/or personal
responsibilities
hindered your
transition from adult
education to
community college, if
at all? Tell me about
it.
N/A RQ 1 Social
capital
Can you please describe
any school-related
factors that
influenced or delayed
your transition from
adult education to
community college, if
at all? Tell me about
it.
How do you feel your concerns, or worries,
were addressed by college staff and/or
faculty, if at all? If not, how so? Tell me
about it.
What could the community college do to
improve your transition process and for
nontraditional, first-generation, older
adult students at the adult school, if any?
Tell me about it.
RQ 1
RQ 2
Cultural
capital
145
Interview questions Potential probes RQ Key concept
addressed
Now that you’ve
successfully
transitioned from
adult education to
community college,
how has this
transition impacted
your life, if at all?
Tell me about it.
Has this transition impacted your life in a
positive, or negative, way, if at all? Tell
me about it.
RQ 1
RQ 2
Social
capital
Closing questions
Do you have any
additional
information that you
would like to share
regarding your
transition process
from adult education
to community
college, if at all?
Please share.
N/A RQ 1
RQ 2
Social
capital
Closing Comments
Thank you so much for sharing your thoughts with me today! I truly appreciate your time
and willingness to share. Everything that you have shared is really helpful for my study. If I find
myself with a follow-up question, can I contact you, and if so, do you prefer phone or email?
Again, thank you for participating in my study. As a thank you, please accept this small
token of my appreciation (gift card, school supplies, college swag).
146
Appendix B: Study Information Sheet
STUDY TITLE: TRANSITIONAL BARRIERS FROM ADULT EDUCATION TO
POSTSECONDARY EDUCATION IN CALIFORNIA
RESEARCHER: Kristopher George Acevedo, M.A.
DISSERTATION CHAIR: Kimberly Ferrario, Ph.D.
You are invited to participate in a research study. Your participation is voluntary. This document
explains information about this study. You should ask questions about anything that is unclear to
you.
PURPOSE:
The purpose of this project is to explore the transitional barriers from adult education to earning
a postsecondary education at the community college level in California. As individual higher
educational professionals, we cannot sufficiently address the needs of our adult student’s
transitional experiences alone. Instead, as a collective state, we must achieve more together in
championing higher education success and rebuilding a more resilient, diverse, and inclusive
America (Hispanic Association of Colleges and Universities, 2022) for adult students by
showcasing cultural representation and conversations throughout our adult education
communities which will lead to our adult students thriving, instead of merely surviving. You are
invited as a possible participant because of your unique background as an adult education
concurrent enrollment, nontraditional, first-generation, older adult student and your ability to
provide rich content on the project’s topic.
PARTICIPANT INVOLVEMENT:
Interview participants will be asked to participate in a one-hour interview conducted either in
person at DM City College or via Zoom (a video conferencing software). Participants will have
the opportunity to review direct quotes for accuracy and representation of their transitional
experiences from adult education to postsecondary education. Participants may be asked followup questions via email, and may also participate in a follow-up interview, if needed and if time
permits. Interviews will be recorded and transcribed, and once transcribed and verified, the audio
recordings will be deleted. Of course, the participant can decline to be recorded and still
participate in the interview.
If you decide to take part in the interview, you will be asked to:
1. Participate in a sixty-minute interview, in person at DM City College or via Zoom.
2. Provide feedback for accuracy and representation of direct quotes (optional).
3. Provide feedback on initial findings as they relate to your transitional experiences from
adult education to postsecondary education (optional).
PAYMENT/COMPENSATION FOR PARTICIPATION:
147
There is no compensation or payment for participation in this study.
CONFIDENTIALITY:
Members of the research team and the University of Southern California (USC) Institutional
Review Board (IRB) may access the data. The IRB reviews and monitors research studies to
protect the rights and welfare of research subjects.
When the results of the research are published or discussed in conferences, no identifiable
information will be used. Pseudonyms will be used in the dissertation to further protect the
confidentiality of participants and the organization. Participants will have the opportunity to
review their transcripts and verify direct quotes. Data will be stored by the researcher for a
maximum of one year, and audio recordings will be accessible only to the researcher and
transcriber, and erased upon study completion.
RESEARCHER CONTACT INFORMATION:
If you have any questions or concerns about this study, please contact Kristopher George
Acevedo via email at kacevedo@usc.edu or Kimberly Ferrario, Ph.D. via email at
kferrari@usc.edu .
IRB CONTACT INFORMATION:
If you have any questions about your rights as a research participant, please contact the
University of Southern California Institutional Review Board at (323) 442-0114 or email
irb@usc.edu .
Abstract (if available)
Abstract
The economic disparity between college-educated individuals and those with less education has become increasingly pronounced, leading to income inequality in the United States (Autor et al., 2020). Adult learners entering the workforce often face significant educational gaps and lack of preparation, hindering their success and impeding their ability to pursue the “American Dream.” This dissertation seeks to examine the barriers encountered by adult learners transitioning from adult education to community college in California. Utilizing qualitative case study methodology, this research delves into the challenges faced by nontraditional, first-generation, older adult students with diverse backgrounds who “successfully” transitioned from GP Adult School to DM City College. Drawing on Schlossberg’s transition theory (moving in, moving through, and moving out) and Bourdieu’s theory of social and cultural capital, the study illuminates the multifaceted nature of these challenges. Through semi-structured interviews with 10 purposefully selected participants, conducted over a 2-week period, the study sheds light on the daily experiences of adult learners navigating the transition process. Key findings underscore the pivotal role of an educational advisor, the significance of fostering a sense of belonging, and the transitional challenges related to limited social networks, unfamiliarity with the postsecondary educational system, isolation, and lack of purpose. Additionally, the study emphasizes the indispensable support of family systems and the commitment to self-improvement. Recommendations aim to enhance access and opportunities for adult learners in California, promoting equity in postsecondary education. This research contributes to the body of work on adult education and serves as a valuable resource for educators and scholars, advocating for the recognition and accommodation of the unique needs of adult learners within the educational framework.
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Asset Metadata
Creator
Acevedo, Kristopher George
(author)
Core Title
Transitional barriers from adult education to postsecondary education in California
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Educational Leadership (On Line)
Degree Conferral Date
2024-08
Publication Date
06/05/2024
Defense Date
04/30/2024
Publisher
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Tag
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Ferrario, Kimberly (
committee chair
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), Ott, Maria (
committee member
)
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Tags
adult education concurrent enrollment
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equity
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