Literacy and Adults

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The population of adult learners is increasing beyond that of any other segment of the population groups in higher education (Bowden & Merritt, 1995). Teaching literacy, technology, and more to adults is a common practice. Adult education is a source for information and services for some and it is a way to achieve higher degrees and wages for others (Ashcroft, 2003; Elman & O'Rand, 2004; Goodson, 2002). Adult education is advertised as having the ability to change an individual's life (Denyer, Gill, & Turner, 2003). Ntiri (1999) described the typical adult learner as female, and employed full-time in a technical, business, or professional field. These students are called nontraditional since they differ from the average college students ranging in age from 18 to 24 years. Richardson and King (1998) noted that while the adult learner tends to be female and of a minority ethnic group, the usual underpinning associated with these groups is not present.

Research responding to this increase in adult learners has focused on the type of learning that adults prefer. For example, studies have noted that the adult learner needs to have an active role in their learning process and what they learn must be applicable to their daily lives. The adult learner is highly motivated and brings a wealth of experience to the classroom that lends itself to experiential learning (Dinmore, 1997). The adult learner is self-directed and would ben

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e of continuing their education. Factors such as ethnicity, age, family situation, number of dependents, number of school hours, and satisfaction with school experience did not significantly predict family stress. In a second analysis, greater family support predicted lower stress and age predicted family stress (older students reported lower family stress levels). Regarding work stress, satisfaction with school predicted work stress with more satisfaction predicting lower work stress levels. Work status predicted work stress, with full-time employees reporting high work stress levels. Work support predicted lower work stress levels. Family support predicted lower work stress but the finding was not statistically significant. Students (21%) reported that school cut into work time and 16% reported being tired at work due to school. However 15% reported feeling more confident at work due to school, 12% reported that school enhanced their careers, 4% reported increased respect at work, and 9% reported applying school learning to work (Kirby, et al., 2004). Kember (1999) examined the processes that adult students use to be able to integrate school, family, work, and social obligations. Most adult students attend school p