Recent empirical and theoretical literature was reviewed to examine how the dynamics of class, gender, and race affect adult learning in nonformal and informal settings. The following were among the key findings: (1) social dynamics such as class, gender, and race influence individuals' development of their self or subjectivity, which in turn affects their ability and decisions to participate in learning; (2) class, gender, and race also affect teachers and their pedagogies and curricular decisions; (3) another way social dynamics affect learning is through allocating resources, including economic, political, and sociocultural resources, unequally within society in general and within specific learning situations; (3) class, gender, and race affect learning through curricular materials and the tools that are used in teaching-learning interactions; (4) the dynamics of class, gender, and race affect learning by affecting the dynamics within nonformal and informal organizations and the interactions of those organizations with other social actors; (5) because class, gender, and race influence have significant effects on individuals and the learning context, using a theoretical framework that includes consideration of class, gender, and race influence may provide a way for researchers and practitioners to connect individual and contextual factors when studying their effect on learning. (27 references) (MN)