|
CHAPTER IV: Introduction to the Qualitative Study Qualitative research focuses upon multiple realities. It offers no single or simple truth but resembles rather a holistic pattern of interrelated differences and similarities, awash in context. It is uniquely suited to examining sensitive areas of human experience. Where emotions run high such as in confronting the unemployment, poverty, and lack of self-esteem often related to learning differences, lack of education and illiteracy, data obtained through informal “talks” can illuminate group behavior and values. Theory arising from inductive analysis of areas formerly clouded in secrecy can provide us with relevant predictions, explanations, and interpretations. While the goal of the Descriptive Study presented in Chapter III was to ask the questions, “what is,” and “what changed,” the goal of the Qualitative Study is to answer the questions “how” and “why” did the changes occur and what role, if any, did ABLE practitioners and programs play as “change agents?” Chapter III presented us with a snapshot of the 70 study participants. In Chapter IV you will meet them in streaming video, up close and personal, as they enter, participate, and comment upon adult education programs. Chapter V uses a wide-angle lens to follow participants as they engage life as parents, workers, helpers and leaders in their communities. Adult Literacy Outcomes addresses participants’ backgrounds, risk factors, motives for enrollment and program experiences. To set the climate for the ensuing qualitative study, the following section presents five brief case histories. The intent is to expose readers to the broad range of challenges participants faced, the solutions they selected to meet them and to introduce several of the themes central to this study. Who are our most successful adult learners? The QOLI data inform us that 66 out of 70 participants are satisfied with their current lives. But, what were their lives like prior to enrollment in ABLE classes? It would have been most valuable to have administered the QOLI at the time of their enrollment. Lacking that information, we can only examine some of the “baggage” they brought to class with them in order to ascertain if their life context resembles that of other ABLE students and whether adult education played a transformative role in their lives. After failing first and second grade, Marcia was sent to a boarding school for mentally retarded and emotionally disturbed children. Marcia felt different from the other children; she could dress and feed herself and she wanted to learn to read. During her eight years at school, she was drilled occasionally in the same first reader, but there was no progress. Her first chance to be independent came at the age of16 when a friend introduced her to a hospital administrator. Marcia was told that she could try out on the tray line for a week without pay. After one day, she was hired, with pay. In 1988, her dyslexia and severe hearing problems were diagnosed. With her children grown and a desire to learn, she summoned up the courage to enroll in an adult literacy program and was matched with a tutor. She was taught to compensate for her disabilities and set goals as a series of small steps. She served as part of the tutor training effort at her literacy program, edited the student newspaper and counseled new students. She founded a support group for literacy students and served on the United Way’s task force on literacy. Although she has not yet attained her GED, she can read her mail, shop for groceries and is studying to get her driver’s license. Marcia works as a teacher’s aide with students who have developmental disabilities. She says: |
| Previous Page | Contents | Next Page |