Return-Path: <nifl-womenlit@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.9.3/8.9.0.Beta5/980425bjb) with SMTP id HAA04788; Fri, 28 Jan 2000 07:59:41 -0500 (EST) Date: Fri, 28 Jan 2000 07:59:41 -0500 (EST) Message-Id: <s890afe7.044@langate.gsu.edu> Errors-To: alcrsb@langate.gsu.edu Reply-To: nifl-womenlit@literacy.nifl.gov Originator: nifl-womenlit@literacy.nifl.gov Sender: nifl-womenlit@literacy.nifl.gov Precedence: bulk From: "Daphne Greenberg" <alcdgg@langate.gsu.edu> To: Multiple recipients of list <nifl-womenlit@literacy.nifl.gov> Subject: [NIFL-WOMENLIT:467] Gender and literacy program attendance X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=US-ASCII X-Mailer: Novell GroupWise Internet Agent 5.5.2.1 Status: OR Marion has asked that I post this message to the listserv: Hi Daphne Greenberg, With regard to your message of Thursday, January 6, 2000 my experience with a literacy program in Toronto, Canada bears out the observations about literacy seekers in the State of Georgia. Generally, there were more 16-18 year old black and white males than females. (Although program's mandate did not extend to acceptance of 16 to 18 year olds, there were a few in that age bracket and males outnumbered females). The only difference was the Hispanic participation. Most Hispanics, largely refugees from Central America, tended to live in areas not served by the program I coordinated. My thoughts on the 19 to 24 age group's differing participation rates is that younger women are involved in child care, pregnancies, keeping house, difficulties with arranging babysitting and, thus are unable to attend literacy programs. Men may find employment in their late twenties, having benefitted from earlier literacy training while women flock to learning as a way of getting a job, getting a better job, and affording their children increased economic advantages in their late twenties. Why women continue in greater numbers may be related to the enjoyment they get from participating in a learning experience, bonding with teachers/tutors, other women as well as program coordinators. In answer to a survey question about why she participated in the program, one 29 year old replied, "I like coming here, talking to Marion, getting different books to read and talking about them." We always served coffee, tea and cookies and had informal gatherings (theme parties) that were well-attended. These were usually potluck parties and everyone seemed to enjoythemselves. Sometimes there was a speaker (someone who had succeeded after leaving the program), reading circles, poetry writing events or crafts evenings. Insofar as Asian women are concerned, my experience teaching them in a community college over 12 years leads me to believe that they seek upward mobility in the job market through improving their education. It is more difficult for some men to "loose face" and admit that they need help in this regard. These are just musings - anecdotal ones - on my part. Perhaps others have different views on this. I am no longer working, but am a graduate student pursuing a doctorate in education, working on my thesis proposal having completed all course work and passed my comprehensive exams. I began studies in September 1998 and things have changed dramatically within literacy based upon government initiatives stressing "learning outcomes", seamless transitions to other educational facilities, shorter stays in literacy programs now referred to as basic adult education programs, and stressing the importance of accessing a job in the labour force in a timely fashion. Nevertheless, from informal conversations with colleagues, my sense is that the distribution of males to females remains about the same - as indicated in your email as well. Marion Gold
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