A project explored the politics of the marginalization of adult education in three studies examining invisibility of adult undergraduates in higher education (HE) institutions. An analysis of the Chronicle of Higher Education studied the marginalized status of adult learners in HE. A study of course syllabi currently used in graduate degree programs leading to a master's or doctorate in HE examined neglect of adult students by student services professionals and other future leaders in HE. A study addressed how adult student advocates negotiate the HE culture in relation to adult learners on campus in the microsocial environment of their particular institution. Findings indicated the following: (1) the Chronicle had little coverage of any particular area or issue related to adult learners and adult learning in HE, but the little found showed HE as reluctant, irrelevant, and unresponsive to adult learners; (2) very little reference was made to adult learners in the collected syllabi; (3) advocates spoke of the need to constantly strategize around ways to gain better visibility that would lead to increased real and symbolic resources, and stressed the importance of gaining access to and using disaggregated data about adult learners on their campus, developing strong connections with faculty and other student service advocates in other offices and thinking strategically in terms of developing resources and power. (Contains 36 references and 6 tables.) (YLB)