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Nonparticipation in Adult Education : From Self-Perceptions to Alternative Explanations: From Self-Perceptions to Alternative Explanations
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| Zeitschriftentitel: | Adult Education Quarterly |
|---|---|
| Personen und Körperschaften: | , |
| In: | Adult Education Quarterly, 62, 2012, 4, S. 311-331 |
| Format: | E-Article |
| Sprache: | Englisch |
| veröffentlicht: |
SAGE Publications
|
| Schlagwörter: |
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Porras-Hernández, Laura Helena Salinas-Amescua, Bertha Porras-Hernández, Laura Helena Salinas-Amescua, Bertha |
|---|---|
| author |
Porras-Hernández, Laura Helena Salinas-Amescua, Bertha |
| spellingShingle |
Porras-Hernández, Laura Helena Salinas-Amescua, Bertha Adult Education Quarterly Nonparticipation in Adult Education : From Self-Perceptions to Alternative Explanations Education |
| author_sort |
porras-hernández, laura helena |
| spelling |
Porras-Hernández, Laura Helena Salinas-Amescua, Bertha 0741-7136 1552-3047 SAGE Publications Education http://dx.doi.org/10.1177/0741713611406980 <jats:p> In this article, the authors propose that dispositional factors do not sufficiently explain nonparticipation in adult education programs. Many nations report low participation rates, but empirical studies have usually been conducted with enrolled adults. This study, however, included 279 poorly educated mestizas and Native women in two regions of Mexico who were not participating in institutional programs; a mixed quantitative–qualitative methodology was used. The study focused on self-perceptions and beliefs, assuming that values for these variables would be low acting as dispositional barriers to participation; however, this hypothesis was not confirmed. On the contrary, high levels of self-concept, self-efficacy, and a belief that women are intelligent demonstrated that these women have a very positive self-image. Discussion points to sociocultural categories as an alternative explanation to why rural women harbor positive self-perceptions and why remedial basic adult education is not relevant to their social sphere. </jats:p> From Self-Perceptions to Alternative Explanations Nonparticipation in Adult Education : From Self-Perceptions to Alternative Explanations Adult Education Quarterly |
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From Self-Perceptions to Alternative Explanations |
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Nonparticipation in Adult Education : From Self-Perceptions to Alternative Explanations |
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Nonparticipation in Adult Education : From Self-Perceptions to Alternative Explanations |
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Nonparticipation in Adult Education : From Self-Perceptions to Alternative Explanations |
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Nonparticipation in Adult Education : From Self-Perceptions to Alternative Explanations |
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Nonparticipation in Adult Education : From Self-Perceptions to Alternative Explanations |
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Nonparticipation in Adult Education : From Self-Perceptions to Alternative Explanations |
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nonparticipation in adult education : from self-perceptions to alternative explanations |
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Education |
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http://dx.doi.org/10.1177/0741713611406980 |
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2012 |
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311-331 |
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<jats:p> In this article, the authors propose that dispositional factors do not sufficiently explain nonparticipation in adult education programs. Many nations report low participation rates, but empirical studies have usually been conducted with enrolled adults. This study, however, included 279 poorly educated mestizas and Native women in two regions of Mexico who were not participating in institutional programs; a mixed quantitative–qualitative methodology was used. The study focused on self-perceptions and beliefs, assuming that values for these variables would be low acting as dispositional barriers to participation; however, this hypothesis was not confirmed. On the contrary, high levels of self-concept, self-efficacy, and a belief that women are intelligent demonstrated that these women have a very positive self-image. Discussion points to sociocultural categories as an alternative explanation to why rural women harbor positive self-perceptions and why remedial basic adult education is not relevant to their social sphere. </jats:p> |
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| description | <jats:p> In this article, the authors propose that dispositional factors do not sufficiently explain nonparticipation in adult education programs. Many nations report low participation rates, but empirical studies have usually been conducted with enrolled adults. This study, however, included 279 poorly educated mestizas and Native women in two regions of Mexico who were not participating in institutional programs; a mixed quantitative–qualitative methodology was used. The study focused on self-perceptions and beliefs, assuming that values for these variables would be low acting as dispositional barriers to participation; however, this hypothesis was not confirmed. On the contrary, high levels of self-concept, self-efficacy, and a belief that women are intelligent demonstrated that these women have a very positive self-image. Discussion points to sociocultural categories as an alternative explanation to why rural women harbor positive self-perceptions and why remedial basic adult education is not relevant to their social sphere. </jats:p> |
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| spelling | Porras-Hernández, Laura Helena Salinas-Amescua, Bertha 0741-7136 1552-3047 SAGE Publications Education http://dx.doi.org/10.1177/0741713611406980 <jats:p> In this article, the authors propose that dispositional factors do not sufficiently explain nonparticipation in adult education programs. Many nations report low participation rates, but empirical studies have usually been conducted with enrolled adults. This study, however, included 279 poorly educated mestizas and Native women in two regions of Mexico who were not participating in institutional programs; a mixed quantitative–qualitative methodology was used. The study focused on self-perceptions and beliefs, assuming that values for these variables would be low acting as dispositional barriers to participation; however, this hypothesis was not confirmed. On the contrary, high levels of self-concept, self-efficacy, and a belief that women are intelligent demonstrated that these women have a very positive self-image. Discussion points to sociocultural categories as an alternative explanation to why rural women harbor positive self-perceptions and why remedial basic adult education is not relevant to their social sphere. </jats:p> From Self-Perceptions to Alternative Explanations Nonparticipation in Adult Education : From Self-Perceptions to Alternative Explanations Adult Education Quarterly |
| spellingShingle | Porras-Hernández, Laura Helena, Salinas-Amescua, Bertha, Adult Education Quarterly, Nonparticipation in Adult Education : From Self-Perceptions to Alternative Explanations, Education |
| title | Nonparticipation in Adult Education : From Self-Perceptions to Alternative Explanations |
| title_full | Nonparticipation in Adult Education : From Self-Perceptions to Alternative Explanations |
| title_fullStr | Nonparticipation in Adult Education : From Self-Perceptions to Alternative Explanations |
| title_full_unstemmed | Nonparticipation in Adult Education : From Self-Perceptions to Alternative Explanations |
| title_short | Nonparticipation in Adult Education : From Self-Perceptions to Alternative Explanations |
| title_sort | nonparticipation in adult education : from self-perceptions to alternative explanations |
| title_sub | From Self-Perceptions to Alternative Explanations |
| title_unstemmed | Nonparticipation in Adult Education : From Self-Perceptions to Alternative Explanations |
| topic | Education |
| url | http://dx.doi.org/10.1177/0741713611406980 |