Examining the Impact of Workplace Literacy Programs on the Structure of Social Networks: A Study of Low-Income Somali Refugee Workers

Oct 15, 2026

This study examines how workplace literacy programs affect the structure of social networks accessible to low-income Somali refugee workers. Network structure is conceptualized through network size and tie strength. Data come from interviews with eighteen participants enrolled in a workplace literacy program, with attendance of at least three months, covering ESL, high school equivalency, and citizenship. Results show participation improves network structure by enabling stronger ties with co-workers.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Abstract

Research Aim and Conceptual Framework

Data Collection and Program Content

Findings on Network Structure

Context: Barriers and Policy Background

Workplace Literacy as a Human-Capital and Social-Capital Mechanism

Social Capital Outcomes and Measurement Considerations

ADULT LITERACY EDUCATION Winter 2021 | [http://doi.org/10.35847/ANwude.AZajicek.3.1.18](http://doi.org/10.35847/ANwude.AZajicek.3.1.18) | | | --- | --- | | | Research Article | Examining the Impact of Workplace Literacy Programs on the Structure of Social Networks: A Study of Low-Income Somali Refugee Workers Angela U. Nwude and Anna Zajicek, University of Arkansas Abstract This study aimed to examine the impact of workplace literacy programs on the structure of social networks accessible to low-income Somali refugee workers. We conceptualized structure as network size and tie strength. Data were drawn using interviews with eighteen participants enrolled in a workplace literacy program. The classes offered included English as a Second Language, high school equivalency, and citizenship, and participants had attended classes for at least 3 months. The interview protocol was designed using a name generator instrument. The findings revealed that participation in classes had a positive impact on their network structure, through the acquisition of strong ties with co-workers. Keywords: workplace literacy program; Somali refugee workers; social capital; social network structure; strong ties. According to Hammond et al. (2011), civil war in Somalia has continued since 1988, and as a result, most of the country has been the site of conflict, forcing civilians to migrate to other countries. Pursuant to the establishment of the U.S. Refugee Act of 1980, Somali refugees have relocated to the United States in large numbers, making them the largest African refugee group in the labor force (Goza, 2011). In spite of their involuntary migration, Somali refugees in the United States possess a strong sense of communal identity, solidarity, cultural confidence, and pride that enable them to adapt and strengthen their resilience in adverse situations (Eleonoora, 2016). They have a greater tolerance for risk and hard work, and are often described as entrepreneurial, pooling financial, labor, and other economic resources, thereby contributing to the U.S. economy (United Nations, 2018). At the same time, as a minority ethnic group in the Untied States, Somalis are uniquely confronted with significant barriers that place them at risk of marginalization and discrimination (Fangen, 2006). First, although many of them are proficient in multiple languages such as Somali, Arabic, or Swahili, gaining English language proficiency Correspondence: [aunwude@uark.edu](aunwude@uark.edu) 18 has been challenging and made their adaptation and upward mobility difficult (Eleonoora, 2016). Second, it is estimated that, in Somalia, about 42% of the population is illiterate, and the education of Somalis in refugee camps is almost non-existent (Hammond, 2013). Third, even for the Somalis who are educated, their prior educational achievements and work experiences remain unrecognized or undervalued in their host communities. Accordingly, many Somali refugees are educationally disadvantaged, experience frequent bouts of unemployment, or are overrepresented in low-skilled, low-earning jobs (Goza, 2011). Overcoming the barriers posed by low levels of overall literacy and English language proficiency is often fundamental to the process of social integration, employment, and mobility. Recognizing the low levels of literacy among large segments of the U.S. labor force and the need to enhance the economic mobility of America’s working poor (Bernstein, 2017), the U.S. government established the Workforce Innovation and Opportunity Act of 2014 (WIOA). Pursuant to the WIOA (2014), workplace literacy programs have been recognized as useful strategies for improving the literacy of educationally disadvantaged workers. The term “workplace literacy program” simply refers to a literacy or education program typically carried out at the workplace or in a setting provided by the employer (Milkulecky & Lloyd, 1997). Rather than teaching abstract skills, workplace liter

FAQs

What is the main focus of the study?

The study examines how workplace literacy programs influence the structure of social networks for low-income Somali refugee workers.

How are “network structure” and related effects measured?

Network structure is conceptualized as network size and tie strength, assessed through interviews using a name generator instrument.

What does the study find about participation in the literacy classes?

Participation has a positive impact on network structure, mainly through the acquisition of stronger ties with co-workers.

Oct 15, 2026

Uploaded by Chumphorn