Developing Community Expectations: The Critical Role of Adult Educators

Developing Effective Recruitment Strategies for African American Men to Earn Alternative High School Credentials

“…The emerging theory of community expectancy is particularly relevant to the current study, as it provides a foundation for understanding the power of formal and informal communities to influence behaviors, values, and attitudes (Deggs & Miller, 2011). Within the context of the current study, as Tolliver (2020) noted, the power of social interactions and expectations can result in African American men making decisions about their own lives and what they do in, and after, school.…”

The Postsecondary Enrollment of African American Men: Perceptions of Environmental Variables

“…Community expectancy broadly proposes that individuals are influenced not just by their family, which is indeed a powerful factor in a person"s development (Bourdieu;1986;Putnam, 2000), but by the various human elements that comprise a community (Deggs & Miller, 2011A). The title of the emerging field theory references these community elements, and suggests that combined, they can exert an expectation on an individual (Miller & Tuttle, 2006).…”

“…Community expectancy typically involves five elements of influencers, including formal education bodies, civic agencies, informal associations, religious affiliations, and home life (Deggs & Miller, 2011A;2011B). As an individual lives in society, these influencers can touch and challenge the worldview and expectations of an individual, resulting in such decisions and perceptions as attending postsecondary education or making determinations about appropriate roles in society (Derden, 2011;Derden & Miller, 2014).…”

Facilitating the Adult Learning Processes in Second Chance Education : What Do the Latvian Adult Learners and Their Educators Think About ?

“…Furthermore, as it is mentioned in EAEA (2011) report, "the main goal of adult learning in Latvia is to provide individuals with the opportunity to obtain or complement existing learning based on needs and interests, irrespective of age, sex and previous education with an emphasis on up-skilling or re-skilling" (p. 5). However according to Deggs & Miller (2011), "the role of the adult educator can become more uncertain when attempting to address individual needs that are fundamentally representative of the complex issues within communities" (p. 25). It should be specified that for the purpose of this paper the understanding of notion adult proposed by Jarvis (2012) will be provided: according to him, "the term adult refers to a social status rather than a biological age, since in some countries in the world adulthood is achieved at younger biological ages than in others.…”

“…Furthermore, Knowles, Holton and Swanson (2011) described eight elements of the andragogical process such as "preparing the learners, considering the physical and psychological climate setting, involving the learners in planning for their learning, involving the learners in diagnosing their own needs for learning, involving the learners in formulating their own learning objectives, involving the learners in designing learning plans, helping the learners carry out their learning plans, and involving the learners in evaluating their own learning outcomes" (p. 300). In many recent studies (Deggs & Miller, 2011;Keogh, 2009;Knowles, Holton & Swanson, 2011;Nuissl & Egetenmeyer, 2010;Nuissl & Lattke, 2008;Research voor Beleid, 2008, 2010 it is argued that the quality of adult educators has an influence on the quality of adult learning. It is important to think about the future of adult education and learning from the perspective of adult educators and adult learners.…”