The study of deterrents to participation in ABE programs and the study of motivational factors in participation are both important aspects for AB practitioners to consider in trying to obtain a better understanding of the population to be served. Recently, however, another aspect has emerged - that of conscious avoidance of ABE or resistance.

Studies of nonparticipants

Quigley (1987, 1990) suggests that some nonparticipants may be aware of ABE programs and could participate, but have chosen to resist. Practitioners therefore need to know more about the resisters. In his study of fictional characters who resisted schooling, Quigley (1990) revealed three significant findings.

First, resistance did not take place with the same degree of visibility in every case. Secondly, neither learning nor objective knowledge was ever resisted; these resisters were in fact highly capable learners who wanted to learn. Third, the process of resistance suggests stages of awareness and steps in behavior (p. 111).

Those who were the least visible in resisting were the most determined to quit. Those who were most visible in their resistance persisted longer in school, but somehow changed the schooling structure through their resistance. Quigley sees the resistance as being directed towards the values underlying the schooling enterprise rather than against learning per se. The resisters embraced and strengthened their belief in an alternative value system and lifestyle. Resistance was “a struggle to become free in the eyes, mind and heart of the resister” (p. 113). Quigley concludes that nonparticipants differ from participants in ABE and that programs designed for the participant minority cannot be assumed to be appropriate for the nonparticipant majority. He argues for more learner-grounded models in ABE and emphasizes that resisters are capable learners and courageous individuals who give their allegiance to a culture and to values they believe in.