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The study analyzes how individual and structural barriers shape students’ educational readiness, while the program strengthens participants’ confidence and self-belief. 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Addressing the interplay of individual and structural barriers on the educational readiness of students, our findings explore how the program builds participants’confidence and self-belief, and how the neighbourhood-based delivery model encourages their engagement with post-secondary education (PSE) . We find that the value of embedding PSE capacity and resources in low-income communities lies not only in its potential to engage adult learners, but also in how it nurtures a greater sense of community integration and social inclusion. We conclude by suggesting that our study provides a useful foundation for institutions elsewhere aiming to recalibrate and extend their community outreach strategies when seeking to promote post-secondary access and engagement for low-income populations.  \nRésumé  \nDans le présent rapport, nous utilisons des données d’entrevues pour étudier lefonctionnementd’un partenariat collège–communauté qui offregratuitementdes cours à unités dans des établissements d’enseignement du voisinage à des étudiants adultes ayant un faible revenu. S’intéressant aux interactions entre  \nCJHE / RCES Volume 49, No. 1, 2019  \nBringing College to the Community /A. Bourke, J. Vanderveken, E. Ecker, N. Shearer, & J. Atkinson 160  \nles facteurs personnels et structurels qui ont une incidence sur le degré de préparation scolaire des étudiants, nos résultats montrent que le programme permet de développerl’assurance et la confiance en soi chez les participants et que le modèle communautairede prestation des cours encourage les étudiants à poursuivre des études postsecondaires (EPS) . Il ressort que la valeurd’intégrer des capacités et des ressources d’enseignement postsecondairedans les quartiers à faible revenu réside dans la capacité du programme non seulement d’engager les apprenants adultes, mais aussi d’accroître leur inclusion sociale et leur intégration communautaire. En conclusion, nous suggérons que notre étude pose une assise probante pour les établissements d’enseignement d’ailleurs qui souhaitent revoir leurs stratégies d’approche communautaire et en étendre la portée afin de promouvoir l’accessibilité et l’attrait des études postsecondaires auprès des adultes à faible revenu.  \nIntroduction  \nIn Ontario, and across Canada, there is a pressing need to increase the post-secondary education (PSE) participation rate of under-represented groups, including adults from low-income communities, in light of shifting labour market demands and the growing need for educational qualifications (Anisef, Brown, & Robson, 2013; Stonefish, Craig, & O’Neill, 2015) . Despite significant growth in the diversity of student populations attending Canadian post-secondary institutions (Michalski, Cunningham, & Henry, 2017, p. 76), adults from low-income communities remain under-represented (Frempong, Ma, & Mensah, 2012; Lange, Chovanec, Cardinal, Kajner, & Smith Acuña, 2015; Pollock, 2012) . Although a growing body of scholarship has emerged to document how low-income individuals face a wide range of financial and non-financial barriers affecting the accessibility of PSE (see, e.g., Lange et al., 2015; McMullen, 2011; Mueller, 2008; Robson, Anisef, & Brown, 2014), there is a lack of research exploring the specific needs of low-income adults when it comes to encouraging their engagement with higher education (Flynn, Brown, Johnson, & Rodger, 2011; H","cbCaiovAyHnv3co3","https://ap.wps.com/l/cbCaiovAyHnv3co3","pdf",1029214,17,"English","# Abstract\n# Résumé\n# Introduction\n# Literature Review","[{\"question\":\"What program does the paper analyze?\",\"answer\":\"It analyzes a college–community partnership that offers tuition-free, for-credit courses to low-income adult learners delivered in neighbourhood-based settings.\"},{\"question\":\"How does the study explain students’ educational readiness?\",\"answer\":\"It examines how individual and structural barriers affect educational readiness, and how the program builds participants’ confidence and self-belief.\"},{\"question\":\"Why does neighbourhood-based delivery matter for post-secondary engagement?\",\"answer\":\"The findings indicate that embedding post-secondary capacity and resources in low-income communities encourages engagement, while also promoting community integration and social inclusion.\"}]","Bringing College Classrooms to the Community - Promoting Post-Secondary Access for Low-Income Adults Through Neighbourhood-Based College Courses | PDF",1792083738,43]