CHAPTER V:
PARTICIPANT LIFE STYLES

In Pursuit of the American Dream

While Chapter IV examined participants’ journey toward literacy skills, Chapter V will address the practice of literacy in their daily lives. What is their record as continuing learners, productive workers, responsible parents, and concerned citizens? How have the knowledge and skills taught in ABLE programs survived and developed given the buffeting of daily life? How have the new attitudes and behaviors inculcated in cooperative classrooms encouraged participants to pursue the American dream of opportunity for all, the potential of a secure future for themselves and their families, and the possibility of marking their mark in the world?

Chapter IV records the changes in participants’ attitudes towards education. Basic Literacy enrollees who had been told and believed they were “stupid” and “unable to learn” found that given time, suitable learning strategies, and the support of practitioners and peers, they could succeed far beyond their expectations. ESL students ranging from refugees without any schooling to professionals seeking economic opportunity found their voice in classrooms where English was the only common language. Youngsters who had lost their way grasped a second chance in their middle years. They saw the GED or High School Diploma as a first step toward advanced education and employment. Seniors who had been denied formal education by prejudice, poverty or simply the vicissitudes of life demonstrated to themselves, their classmates and their families that education is a lifelong endeavor.

The ABE experience convinced participants not only that they could learn but that education could be both profitable and enjoyable. How they translated this understanding into action varied according to each individuals’ needs and inclinations. Participants of every age and at every level engaged in informal learning for pleasure as well as improvement. Although some new readers might not be ready for higher education, there were many skills that now seemed feasible for them to acquire.

Continuing Education

Informal Learning Choices

Among the informal learning activities participants mentioned were learning to drive, attending literacy conferences and workshops, increasing their conversational skills and extending their knowledge of computers and foreign languages. They supplemented higher education programs with alternative courses of interest and sought out less formal and less expensive sources of career education. From new readers to GED graduates, one of the lasting lessons inculcated in ABLE classes was that education is an essential prerequisite for success and that you can never stop learning for life.

For Oscar, learning to drive was a challenge he overcame. He advises adult students “if they’re going to get their driver’s license, go to driver’s school. I did.” For Marcia, driving school represents her next challenge.

I always used to admire people that drove. Well I’m in driving school right now. It’s like another challenge to me. I’m very surprised at myself because I don’t believe I know all these signs and I don’t believe I know how to read that manual. When I got it, it was like, oh no, another challenge. How do I know what this means? I put it this way: It’s not going to lick me; I’m going to lick it.