The aim of this project was to explore reasons for nonparticipation in ABE Literacy programs and reasons for dropout from such programs in British Columbia. Literature was reviewed, opinions were sought from ABE professionals and other field workers. Seven literacy classes were visited in order to speak with the participants, sixty-six persons from several different locales in the province were personally interviewed by the writer, and two telephone surveys provided a combined interview sample of another fifty-six persons.

Very little research has been done on these topics in Canada. Much of the literature is U.S. based and fairly recent. The distinctive characteristics of the ABE target population often mean that the usual research approaches do not work. The studies on participation have looked at motivation, deterrents or barriers, and most recently at the phenomenon of avoidance or resistance. Much of the research has produced typologies of the target population. Researchers have stressed that the undereducated population should not be regarded as a homogeneous mass. Distinct subgroups exist and it is important to keep them in mind when planning recruitment drives and developing instructional strategies.

Among avoiders or resisters, the evidence suggests that low perceived need, and negative attitudes towards school prevail. These people have their own value systems and are not necessarily against learning per se, but they are not aware of how ABE programs differ from their past experiences and thus have some erroneous perceptions and assumptions. These people are often quite talented in other ways.

Barriers to participation appear to be predominantly related to economic causes. Among dropouts, work and family-related reasons appear to dominate as causes for withdrawal.

Much of the research on program attrition has produced contradictory and inconclusive findings. This area of research is beset by problems of definition and the heterogeneity of the ABE population. The "dropouts" or withdrawals in this study could just as easily be called "dropins" as many of them had a history of returning to ABE. In the telephone survey of a specific program, the reasons for withdrawal were non-program-related and over 80 percent of those contacted said they would go back to the program if conditions were right. The positive attitude towards ABE programs among dropouts has been noted in some U.S. research as well. The intentions to return to ABE have implications for recruitment and waitlists.