Research Brief 6 - African American Men, Identity, and Participation in Adult Basic Education and Literacy Programs - Key Findings and Implications

Oct 15, 2026

Research Brief 6 examines how literacy relates to identity and how it shapes African American men’s participation in adult basic education and literacy programs (ABEL). Drawing on prior studies, it highlights how negative early schooling experiences and the social-historical context influence men’s perceptions and engagement. The brief argues that non-participation and inconsistent attendance may reflect resistance to an alienating environment and literacy’s perceived relevance to current circumstances. It recommends culturally relevant pedagogy, critical reflexive practice, and counternarratives.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages4

Reading Time10 min

AccessFree to download

Key Findings

Key Implications

Introduction

Literacy and Identity

Research Brief \#6 African American Men, Identity, and Participation in Adult Basic Education and Literacy Programs1 January 2011 Brendaly Drayton and Esther Prins Key Findings Although the national graduation rate for African American males is only 47%(Schott Foundation for Public Education, 2010), few studies have explored their experiences in adult basic and literacy education (ABEL) programs. This study draws on prior research to explore the relationship between literacy and identity and its potential for illuminating African American men’s participation in ABEL Programs. The findings indicate that negative early schooling experiences and the social and historical context in which African American men live shape how they perceive and engage with literacy. Non-participation and inconsistent attendance in ABEL programs do not necessarily indicate that these men do not want to learn; rather, they may signify resistance to an alienating environment. In addition, literacy is viewed in light of its benefit to their current circumstances, not as an inherent value. Consequently, understanding African American men’s daily lived experiences can challenge negative stereotypes and provide opportunities for learning. Key Implications A key tenet of adult education is that learners’ experiences are resources for learning. Hence, adult educators must employ a culturally relevant pedagogy that considers the realities of African American men’s daily lives. Second, because our perceptions shape how we interact with others, program staff must adopt a critical reflexive practice (Sheared, 1999) that questions their assumptions about who adult learners are and how they are encouraged to participate. Third, knowledge of adult learners’ negative early schooling experiences can enable adult educators to help students create counternarratives through positive learning experiences that envision success and the accomplishment of goals. Finally, adult education programs need to assess their effectiveness in light of the increasing presence of youth in a system that is primarily geared to older adults. Introduction The importance of a learner-centered approach to teaching is widely espoused by adult educators. However, adult learners’ educational, cultural, and social experiences are often excluded from both research and practice. In a review of adult education programs, Wikelund and colleagues (1992) found that beyond funding needs, a narrow research agenda and a disconnect between the goals and values of program providers and participants inhibited the quality of service provision. In addition, the generic view of adult learners held by many adult educators obscures the experiences of learners from different cultural and linguistic backgrounds (Imel, Brockett, & James, 2000), thereby excluding their voices and identities from research, instruction, and program planning. This suggests that the exclusion of African American male experiences may hinder a program’s ability to effectively meet their needs. To that end, this study reviewed prior research on (a) literacy and identity and (b) African American male academic achievement, and used these studies to identify implications for Black men’s engagement in ABEL programs. Literacy and Identity This study views literacy as a social practice that involves not only the cognitive functions of reading and writing but also “values, attitudes, feelings, and social relationships,” including “people’s awareness of literacy, constructions of literacy and discourses of literacy,[and] how people talk about and make sense of literacy” (Barton & Hamilton, 2000, p. 7). Adult learners acquire literacy as a means of negating, confirming, or transitioning toward particular identities (Denny, 1992). For example, a participant in Denny’s study joined the program because he wanted to be seen as an achiever by his Contact the lead author at: [bed156@psu.edu](bed156@psu.edu) Goodling Institute for

FAQs

What relationship does the brief identify between literacy and identity?

Literacy is treated as a social practice linked to values, attitudes, feelings, and social relationships, and adult learners use literacy to negotiate, confirm, or transition toward particular identities.

Why might African American men show non-participation or inconsistent attendance in ABEL programs?

The brief states that it does not necessarily mean they do not want to learn; it may signal resistance to an alienating environment.

What responsibilities are suggested for adult educators and program staff?

Adult educators should use culturally relevant pedagogy grounded in learners’ daily realities, and program staff should practice critical reflexivity that questions assumptions about who adult learners are and how they participate.

Oct 15, 2026

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