The Role of Distance Education and Major Factors That Influence Minority Adults' Participation in Educational Programs.

Overview & Synopsis

This paper describes a study partially supported by a grant from the Institute on Race and Ethnicity of the University of Wisconsin (UW) System. The study was designed to examine the major factors, including distance teaching and learning and relevant technological innovations, that affect adult education for ethnic minorities; for the purpose of this study, ethnic minorities include all African, Asian, Hispanic, and Native American adults. Data sets provided by the National Center for Education Statistics (NCES) were used to accomplish three objectives: (1) to investigate the extent and scope to which the minority groups are served by adult educational establishments, including the specific needs and existing barriers for minority adults to obtain distance education; (2) to examine the role and contributions of distance teaching and learning and relevant educational technologies in facilitating the access of adult education by ethnic minority groups; and (3) to stimulate further research interest and draw broader attention by sharing the initial results with scholars, policy-makers, and the general public, regarding issues about distance education, adult education, and minority education. Charts and graphics presenting research results are not included. (Author/DLS)