Australian Journal of Adult Learning - Volume 63 - Number 2 - July 2023 - Conditional Social Equality (CSE) and Homogeneous Adult Learning Groups

Oct 15, 2026

Uploaded by Aran

Paper proposes a new theory of Conditional Social Equality (CSE) that challenges cumulative advantage/disadvantage (CAD), which predicts growing inequalities and divisions over time. Using evidence from informal learning groups in Men’s Sheds across three countries, it argues that some divisions between homosocial groups of older men may decrease under specific conditions. Age-homogeneous male learning groups can reduce class divisions and soften gender stereotypes. CSE further specifies prerequisites for accepting certain in-group heterogeneity and notes implications for adult learning in both heterogeneous and homogeneous settings.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Introduction

Conditional Social Equality (CSE)

Challenges to cumulative advantage/disadvantage (CAD)

Evidence from Men’s Sheds

Implications for adult learning

Australian Journal of Adult Learning Volume 63, Number 2, July 2023 Why some homogeneous adult learning groups maybe nessesary for encouraging diversity: A theory of conditional social equality Helene Ahl Jönköping University, Sweden Joel Hedegaard Jönköping University, Sweden Barry Golding Federation University This paper proposes a new theory of Conditional Social Equality (CSE) which in some ways challenges the theory of cumulative advantage/ disadvantage (CAD), which postulates that inequalities and social divisions necessarily increase over time. Using evidence from informal learning groups in Men’s Sheds in three countries, we conclude that some social divisions between homosocial groups, in this case groups of older men, may actually decrease – but only under certain conditions. Male-gendered learning groups that were relatively homogeneous by age helped erase class divisions and softened gender stereotypes. Our theory of conditional social equality (CSE) predicts the following: i) in-group homogeneity can enable the acceptance of some aspects 120 Helene Ahl, Joel Hedegaard and Barry Golding of heterogeneity, ii) some other aspects of in-group heterogeneity may not be tolerated, thus maintaining in-group cohesion, and iii), in-group homogeneity and boundary setting towards out-groups may be prerequisites for the acceptance of (some) aspects of in-group heterogeneity. All of this has important implications for adult learning in both heterogeneous and homogenous groups. Keywords: cumulative advantage/disadvantage, gender stereotypes, homosocial reproduction, older men’s learning, adult community education (ACE) Introduction Socio-economic inequalities between groups of people tend to increase with age.The older people get, the bigger the difference becomes between the ‘haves’and the ‘have-nots’in the same initial cohort.This was formulated in the theory of cumulative advantage/disadvantage (CAD) (Crystal & Shea, 1990; Dannefer, 2003).CAD suggests that not only are people born with unequal conditions, but that inequalities in any given characteristic, such as money, education, health, or status increase over time (Dannefer, 2003: 327).People with relatively welleducated parents tend to become better educated themselves, and vice versa.The difference is accentuated over time: a person’s level of education tends to predict their engagement in adult learning. Gorard (2010: 359) neatly summarises and questions the inequity of all of this when taking a life-course view, noting that: ‘…qualifications are not seen as a causatory agent at all but as a substitute variable summing up the individual, social and economic determinants of ‘success’at school and beyond. Educators do not select their potential students, nor employers their employees, on the basis of their economic status, ethnicity or age, as this is both unfair and illegal. However, they do select them on a substitute variable –prior education-that sums up, and is very heavily collected with, such background factors. What is the sense in that?’ Why some homogeneous adult learning groups maybe nessesary for encouraging diversity: 121 A theory of conditional social equality Thus, people with higher levels of formal education tend to engage more in formalised adult learning throughout their lives, while those with only compulsory school experience tend not to.This increasing inequity plays out across life in the workforce and in turn effects people’s health, wellbeing, quality of later life and even longevity (Borrelletal., 2014; Hudson, 2016; Marmot, 2000; Zhong et al., 2017) . Social divisions also tend to become accentuated due to homosocial reproduction, the human tendency to socialize and associate with people who are like us (Kanter, 1977; Moore, 1962; Rivera, 2013).Men tend to ‘hang out’more with men, the better-educated with others who are better-educated, and soon.Groups thus tend to become increasingly homogeneous rather than he

FAQs

What does the Conditional Social Equality (CSE) theory propose?

CSE proposes that some social divisions between homosocial groups, particularly groups of older men, may decrease under certain conditions instead of inevitably increasing over time.

How does the paper position CSE against cumulative advantage/disadvantage (CAD)?

The paper argues that CAD is somewhat deterministic, predicting that inequalities and social divisions necessarily increase. CSE challenges this prediction using evidence from informal learning groups.

What evidence does the paper use to support its conclusions?

The paper uses evidence from informal learning groups in Men’s Sheds in three countries, drawing conclusions about how group homogeneity relates to diversity outcomes.

Oct 15, 2026

Uploaded by Aran