The qualitative study further delineates changes in the quality of employment pre- and post-program participation. Prior to ABLE enrollment, 22 participants (31 percent) were unemployed homemakers or students. Currently, 15 participants (21 percent) are not in the workforce; these include three college students; four individuals on employment disability, two homemakers and six retirees with an average age of 69. Of the 55 participants (79 percent of sample member) currently employed, five (nine percent) own or manage businesses; 37 (67 percent) hold professional or service positions in “helping” areas and 13 (24 percent) are working in blue collar or entry level jobs. The “helping” professions and service areas were participants’ overwhelming choice for new careers. Jobs were va lued for the self-image and satisfaction they imparted as much as for the financial resources they provided. Regardless of current position or level of job satisfaction, participants under 50 years of age continue setting goals for future advancement; older participant set goals for future learning.

Nearly 75 percent of participants own one or more homes and regard home ownership as a significant achievement. While indicative of “middle class” status, participants whose home life was largely dysfunctional value home ownership as an important symbol of family “safety” and “togetherness.” To guarantee that their children will not suffer from a lack of education, participants have set examples for their families and established rules about studies and school. The statistics for participants’ children suggest that their examples are viable: of 245 children, nine have advanced higher education credits or degrees; 31 have college degrees; 43 are in college or have taken college courses, and 76 are high school graduates. There are 12 GED graduates, 14 high school dropouts, 22 children in high school, 33 who are pre-high school and 5 for whom there is no info rmation.

When asked to rate how important self-esteem was to their happiness and how satisfied they were with this area of their lives, participants ranked it highest of the 16 life areas measured by the standardized Quality of Life Inventory (QOLI). Over the course of five, 10, 20 or more years from the time of participation to the follow-up study, participants report that the self-esteem they experienced as successful adult learners impelled them to improve themselves and to help others.

After a history of self-doubt, the joy of achievement and the recognition of their competence serve as a springboard for transference and lead participants to volunteer and advocacy roles in their families, communities and in the field of adult education. High QOLI satisfaction scores in the areas of “helping” and “children” are indicators of the fulfillment they receive from raising children, siblings, grandchildren, nieces, nephews and foster children.

Service to others which often begins with taking in needy relatives expands to include leadership in their churches and schools. Nearly 60 percent of participants are involved in church activities and 46 percent are active in educatio n. In addition to serving on PTA and Salvation Army committees, retirement and community development associations, municipal boards and cultural arts foundations, fully 33 percent of the participants in this study are involved in ABLE programs as volunteers, tutors, trainers, staff members and advocates. Their contributions to the community as responsible citizens are certainly as noteworthy as their contributions to the economy as taxpayers.