NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ997969
Record Type: Journal
Publication Date: 2013-May
Pages: 20
Abstractor: As Provided
Reference Count: 41
ISSN: ISSN-0741-7136
A Constructive-Developmental Perspective on the Transformative Learning of Adults Marginalized by Race, Class, and Gender
Bridwell, Sandra D.
Adult Education Quarterly: A Journal of Research and Theory, v63 n2 p127-146 May 2013
Using Kegan's constructive-developmental theory, this study examines transformative learning among six low-income and homeless women of Color pursuing their GED in a shelter-based literacy program. Narrative analysis of two developmental interview instruments indicated that some participants' epistemological perspectives and knowledge construction became more complex over time. Some participants also applied transformative learning to other aspects of their lives. The study suggests that groups often regarded as marginalized by race, class, and gender may experience growth in epistemological complexity in environments where transformative learning goals are purposefully supported. (Contains 2 tables.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; High School Equivalency Programs
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts