Examining Strategies that Promote Success for Adult Basic Education Students: A Professional Development Seminar for Educators

Abstract

ABE writing courses have historically helped students develop White, westernized cultural capital. Yet they often fail to acknowledge community cultural wealth that students bring with them to the classroom or build upon these strengths that students possess, and this has a negative impact on student persistence. This dissertation argues that to increase retention and persistence, ABE writing instructors must look at how curriculum can center a diverse range of identities and better reflect the lived experiences of all their students. To address this problem of practice, this dissertation is divided into three parts. First, it explores ABE legislation and critiques it using critical theory and critical race theory, tying the legislation to classroom teaching practices and retention and persistence. Second, it provides a literature review focusing on andragogy, cultural and social capital, and community cultural wealth. Third, the dissertation presents a summary, participant feedback collected through an exit survey, and discussion of the dissertation's corresponding pilot seminar, ending with future directions and opportunities for future research.