Diversity in Adult Learning: Summarizing Key Course Concepts

Overview of the Three Articles

Diversity refers to the differences among individuals within a group — differences that are not always readily apparent. When the group consists of adult learners, those possibilities become even more complex. Because differences exist across many areas such as culture, age, geography, and others (Gadbow, 2002), it is necessary for an instructor to consider the full scope of what diversity means within a classroom and attempt to accommodate it (Zepke, 2005).

The three articles under review each examine diversity as it applies to adult learners. Gadbow (2002) takes the approach that different dimensions of diversity require a teacher to maintain a variety of instructional methods in order to make learning accessible. Noble (1999) offers more of a practical guide for instructors on establishing a learning environment that is conducive to diverse learners. Zepke (2005) rounds out the three by looking at the future of adult education and its relationship to diversity through two analytical techniques, ultimately identifying four distinct possibilities for how diversity might influence adult education going forward.

The most important insight gained from these readings is that diversity takes many more forms than commonly assumed (Gadbow, 2002), and that it can shape the future in ways that are not immediately obvious (Zepke, 2005). Because diversity is most often discussed in terms of ethnicity or race, it is easy to fall into a kind of complacency in which those are the only differences one considers. However, age and geography also play a very important role in how a person responds to situations and learns. As Zepke (2005) points out, there are many different outcomes that diversity can bring about.

Key Takeaways from the Readings

Zepke's observations are perhaps the most significant, as he envisions a future shaped by either the positive or negative force of diversity. Most people today regard diversity of experience and perspective as a positive development, but this has not always been the case throughout history. Because people are capable of viewing difference as threatening, and because teachers can choose to ignore difference and teach only to the majority, there remains the possibility of negative outcomes for the future of adult education.

Since this course focuses on adult learning and the diversity inherent in any group of adult learners, the program proposed here will entail learners guiding each other through the learning process. This means the instructor will take on more of a facilitator role, while the actual teaching in the classroom will be carried out by drawing on the experiences of the learners themselves.

The rationale for this approach is twofold. First, historically, many ancient societies preserved their traditions through storytelling by groups of experienced adults. The experiences of those adults enriched the learning experience for the rest of the group, and people were able to learn more effectively because stories were told in many different ways. In modern terms, the andragogical approach holds that adults learn better in a classroom that does not rely primarily on a single expert delivering a lecture, but instead incorporates the experiences of multiple participants to convey ideas more meaningfully. This type of program would be effective regardless of the subject matter.