This chapter presents an ecological model that highlights the importance of considering multiple contextual influences on behavior as well as other factors that may impact learning when designing research and practice aimed at enhancing financial capability.

Exploring the pedagogical approaches of four women's financial literacy education programs, this chapter provides an overview of trends and needs in financial education for women and offers pedagogical strategies for teaching women about finance.

This chapter discusses shifts in hiring and benefits that changed the employment landscape, offering a historical look at workplace financial education, and arguing that educating employees to adjust to new financial realities is a win-win for employers and employees.

This chapter critically examines financial literacy education, asking what its assumptions are and what adult educators need to ask of its curriculum, its bases, and the people being taught to be financially literate.

This chapter provides an overview of theories of the transition to young adulthood. It sets out the argument for conceptual renewal and discusses some implications of new patterns of transition for adult education.

This chapter discusses the influence of cultural identity and social conditions on the transition to adulthood in a stratified, multicultural context.

This chapter focuses on the transitional experiences of youth with dis/ability labels and highlights how a critical orientation to dis/ability can inform adult educators.

This chapter frames the transition to adulthood in the context of the moving from formal educational settings to the often less-structured learning that occurs in workplace settings. Although schooling may end, learning continues.

In this final chapter, we highlight recurring themes from the preceding chapters and discuss the potential impact these themes have on program planning and instructional practice in adult education.

This chapter situates healthcare as a concern for the field of adult education through a critique of disparities in access to healthcare, quality of care received, and caregiver services for racial, ethnic, and sexual minorities.

Oppression in its many forms is so ingrained in the fabric of the legal, social, economic, educational, political, and medical systems in America that it often goes unrecognized and unaddressed. The chapters in this volume explored the evasive problem of health and wellness for racial, ethnic, and sexual minorities within a framework of adult…

This chapter is based on the findings of an ethnographic study of an urban General Education Development (GED®) program and suggests that, for some marginalized African American and other young men of color, adult education programs are counter-spaces (Yosso, Ceja, Smith, & Solorzano, [Yosso, T., 2009]) of spatial justice in opposition to…

In this concluding chapter, the editors offer their reflections on the key themes of this volume and implications for future research and practitioners of adult education.

This chapter addresses the challenges facing men of color who return to adult education after incarceration. It frames their experience as a war from a sociopolitical and cultural context, and then explains the support men need to succeed both in and outside the classroom.

This chapter explores the effects of historical and current racism on the educational experiences of American Black males. The authors use critical race theory to illustrate how assumptions about culture and gender have subverted the egalitarian ideals of adult education. Teachers and students are urged to use critical reflection and open…