Date of Conferral

2-9-2026

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Dr. Tina Pitt

Abstract

The problem which was addressed through this study was New American groups face challenges in the completion of workforce adult education classes. The purpose of this qualitative study was to explore New Americans’ challenges, needs, and cultural challenges to complete workforce adult education classes. The conceptual frameworks that guided this study were Knowles’ model of andragogy and Wlodkowski and Ginsberg’s motivational framework for culturally responsive teaching. Freire’s pedagogy of hope can inform future research focused on strengthening the model of andragogy and the motivational framework for culturally responsive teaching. For this phenomenological design, 10 semistructured telephone interviews were conducted with New Americans completing adult education classes at either adult education centers, community college workforce development programs, or state career centers in four states in the northeastern United States. Through Moustakas’ transcendental phenomenological method and Saldana’s first and second level of coding four themes emerged (a) balancing family values and responsibilities, (b) experiencing the emotional toll of poverty, (c) struggling with language barriers, and (d) unfamiliarity with the educational system. The implications for positive social change are that informed adult education centers could implement culturally responsive and sensitive learning environments, which, in turn, might increase the likelihood of success in adult education which could potentially benefit not only the New Americans but their communities as well..

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