Search

This article reviews the challenges encountered in the recruitment of urban older African-Americans in a study to explore the effects of interactive educational intervention on functional health literacy and diabetes knowledge. Our methods included identification of challenges related to the individual characteristics of seniors' centers that serve as recruitment sites. It is concluded that the recruitment and retention of underrepresented minorities to clinical research are associated with particular characteristics of the recruitment sites. (Contains 1 table.)

This study evaluated the effect of a transformative learning (TL) intervention on functional health literacy and diabetes knowledge in older African Americans. Twenty participants from senior community centers completed a six-session intervention. The short-form Test of Functional Health Literacy in Adults (s-TOFHLA), Literacy Assessment for Diabetes (LAD), and Diabetes Knowledge Test (DKT) were used to perform pre- and postmeasurements. Postintervention s-TOFHLA scores and DKT scores were significantly increased (p less than 0.5). Participants' verbal responses further affirmed the positive influence of the TL principles.(Contains 3 tables.)

This paper sets out to show that the concept of literacy is evolving and its conventional definition, "reading and writing," is no longer adequate. Literacy is now subjected to constant redefinition to reflect criteria for social, political, religious, and economic relevance and expectations. The definition must be reframed to capture the complexity of the modern world and to remain linked to individual empowerment in a democratic and dynamic society where minorities such as African Americans, disproportionately represented among the functionally illiterate, are handicapped and cannot fully engage in meaningful political and economic exchanges that speak to their self-interest.

This examination of the pedagogical and curricular characteristics and imperatives of an interdisciplinary studies program for adult learners, within a wider context of theory and practice, draws on the example of a general education course to demonstrate the vitality between interdisciplinary thinking and adult learning.

Examines gains in enrollment of women and minorities in higher education, arguing that although access has dramatically improved for women, particularly nontraditional students, this is not true for minorities, especially African Americans. Nontraditional African American women are showing higher rates of participation than their male counterparts. Discusses implications of these issues in a largely urban, computer-based economy. (SM)

Explores the impact of the new welfare reform bill on female heads of households, arguing that the push for welfare recipients to end welfare dependency and enter the job market ill-prepared presents challenges in the home and the workplace. Suggests that adult educators' role in preparing low-skilled mothers for the workplace is central in welfare reform policies. (SM)

Describes a university literacy tutorial program in which older adult college students received tutor training and then carried out one-to-one reading tutorials with adult male learners who were rehabilitating addicts. Offers two case studies, and shows that the program had a significant impact on tutors' commitment to community volunteerism and the reading confidence and skill of the learners. (SR)

Urban-dwelling African American older adults are disproportionately victimized by systems, which relegate them to disparities in health, education, and economic security as well as inequitable access to resources that support overall wellness (Brown, 2010; Jackson et al., 2004; Kahn & Pearlin, 2006; Zhang et al., 2016). The COVID-19 pandemic of 2020–2021 revealed poorer outcomes and a "double jeopardy" for African American older adults who suffered poor health outcomes (Chatters et al., 2020). As a result, avenues to promote healthy aging through health and wellness literacy, self-empowerment, and social-community connections are critical (Chatters et al., 2020; Pourrazavi et al., 2020; Waites, 2013). A qualitative study was conducted with African American older adults in Detroit to understand how to promote health literacy and overall wellness for those who are aging in place. An empowerment-oriented wellness framework (Dunn, 1961; Dunn, 1977; Hettler, 1976) was employed. Findings indicated that these African American older adults aging in the urban communities strived to maintain their independence while recognizing that they may need some assistance as they age in place. While some elders defined themselves by their disability and expressed feelings of being pushed aside by family and society, many rejected stereotypes associated with aging and reinforced a sense of pride and empowerment. They called for programs to: 1) assist older adults with health literacy and a comprehensive understanding of overall wellness; and, 2) provide activities and tools to support proactive overall wellness; and 3) employ strategies that actively encourage social engagement as well as outreach to their less engaged peers. Participants also suggested that a strategy to enlighten younger generations about the "senior world," and aging is also crucial. [ABSTRACT FROM AUTHOR]

The United States is in the midst of a growing literacy crisis. Illiteracy rates, particularly among African Americans and other minority groups, are profoundly troubling and demand innovative solutions. This paper contextualizes three salient barriers--incarceration, urban residential segregation and intergenerational illiteracy--post-industrial trends resulting from discontinuities between the larger society and African Americans. Using critical race theory to guide the exploration of these topics, I show how race and racism permeate our social fabric., A problematic: Examining dilemmas of literacy and access Adult literacy is a double-edge sword. It can serve as a mechanism to enhance individual well-being and can mobilize human resources for [...]

Analyzes the obstacles to universal literacy in Africa including the colonial creation of a two-tier society, rapid population growth, and multiplicity of languages. Suggests that the power structure is such that it has a vested interest in the providing a limited amount of literacy without raising the populace's consciousness. (Contains 30 references.) (MAB)

A good part of the recent public debate in US educational policy circles has focused on the myriad challenges we face as a nation on literacy achievement particularly in urban communities and among African Americans. In this paper, we examine the problem of framing in literacy that confronts advocates and policy makers who seek to address this deeply entrenched social issue but are challenged by numerous structural constraints on the part of the government, the community and the individual. The paper presents arguments embedded in critical race theories that raise questions surrounding why and how long the illiteracy issue can be framed as an 'African American dilemma or problem' and whether Eurocentric approaches in the classroom should be replaced by Afrocentric ones to improve scholastic achievement among African Americans., Despite much political discourse around literacy issues, this rhetoric has yet to be transformed into concrete reforms that will address the plight of urban minority populations where illiteracy abounds. America [...]

The author provides a review and update of the 1993 publication Africana Womanism: Reclaiming Ourselves by Clenora Hudson-Weems. The conflicts between traditional feminism and what Hudson-Weems terms Africana womanism are examined in terms of their impact upon black women and their loyalty to family, community, and social change. The author contends that race and class are the superordinate issues for the Africana woman who grapples with family and community survival and growth. Feminism, on the other hand, presently appears more compatible with the interests of white, Western women., Since Clenora Hudson-Weems broke new ground with her 1993 book Africana Womanism: Reclaiming Ourselves, discourse on the place and agenda of Africana women in the women's movement reflects the text's [...]

Inside Urban Charter Schools: Promising Practices and Strategies in Five High-Performance Schools AUTHOR: KATHERINE MERSETH WITH KRISTY COOPER, JOHN ROBERTS, MARA CASEY TIEKEN, JON VALANT AND CHRIS WYNNE HARVARD EDUCATION [...]

This paper explores the impact of the New Welfare reform bill on female heads of households and argues that the push for welfare recipients to end welfare dependency and enter the job market ill-prepared presents daunting challenges both on the home front and at the workplace. While inadequate education and poor work skills contribute to job volatility for the women, lack of child care and other social and domestic issues present serious obstacles to occupational success. A restructuring of priorities is advocated with emphasis on educational readiness through literacy opportunities and advanced education. Adult educators `role in preparing low-skilled mothers for the workplace is therefore seen as central in welfare reform policies., Introduction Over the last several years, the impact of the dramatic changes in the configurations of the American family has been at the forefront of our nation's political debate. The [...]

This paper sets out to show that the concept of literacy is evolving and its conventional definition, "reading and writing," is no longer adequate. Literacy is now subjected to constant redefinition to reflect criteria for social, political, religious, and economic relevance and expectations. The definition must be reframed to capture the complexity of the modern world and to remain linked to individual empowerment in a democratic and dynamic society where minorities such as African Americans, disproportionately represented among the functionally illiterate, are handicapped and cannot fully engage in meaningful political, and economic exchanges that speak to their self-interest. [ABSTRACT FROM AUTHOR]