Community Involvement

If we look at community involvement as “transcendence,” a reaching out to help others realize their potential, where does it begin? Each ABLE participant is different. We know and can assess the fact that participants enter ABLE programs at different reading and math levels and with diverse learning styles. We must also recognize that individuals enrolling in ABLE programs are at different motivational levels. According to Maslow (1954), before the individual is ready to fulfill growth strengths the following deficiency needs must be met:

1. Physiological: freedom from hunger and thirst

2. Safety and security: freedom from danger

3. Belongingness: acceptance and love of others

4. Esteem needs: Recognition and approval of one’s competence and ability to achieve.

In each ABLE program, we can and should recognize enrollees who are deficient in these basic needs. In this study, we have encountered proud women who were divorced or widowed and see ABLE programs as a way to get off welfare. We have met addicted men and abused women who look to ABLE programs to provide the academic and job skills that will enable them to leave homeless shelters. We recognize the new immigrant seeking to communicate and be accepted as an American and the new reader striving for acceptance after years of being labeled as “stupid” or “illiterate.”

Adult education authorities (Beder, 1999; Bingham, 2000; Bossert, 1994; Daarkenwald, 1984; Merrifield 1994) have long agreed that one recognizable product of ABLE program participation is enhanced self-esteem. However, stakeholders in their search for quantifiable measures of participant success have been blind to its value. As Marcia notes: “If you’re going to be successful in life, you first have to be successful in yourself.”

ABLE students must first feel competent within themselves, know that they can achieve and have the approval and recognition of others if they are to attain the higher level growth strengths characterized by Maslow (1971) as

5. Cognitive: to know, understand and explore

6. Aesthetic: to appreciate the order and beauty of the world

7. Self-actualization: to recognize and realize one’s potential

8. Transcendence: to help others realize their potential and to contribute to the world.

The QOLI study defined Self Esteem as: “liking and respecting yourself in light of your strengths and weaknesses, successes and failures, and ability to handle problems.” When asked to rank how important self-esteem was to their happiness and how satisfied they were with their self-esteem, participants ranked it highest of the 16 life areas. Out of a maximum score of 6.0 points, participants’ average for self-esteem was 4.5. The only other areas of life that rated 4.0 or above, as seen in Chart XXIX, were Helping (4.4), Goals and Values (4.3), Children (4.3) and Learning (4.0).