Meeting the Transitional Needs of Young Adult Learners

EDITORS' NOTES 1 C. Amelia Davis, Joann S. Olson 1. Conceptualizing Transitions to Adulthood 5 Johanna Wyn This opening chapter lays the groundwork for this volume byproviding an overview of adult development theories as they relateto the transition to young adulthood along with a discussion of theblurring between youth and adult due to the ambiguity encounteredwhen trying to define adulthood. 2. Culture, Conditions, and the Transition to Adulthood17 Brendaly Drayton An individual's culture shapes both the definition ofadult and the experience of the transition to adulthood.Furthermore, the transition to adulthood may serve as a time whenan individual's cultural identity is more consciously definedand more personally salient. This chapter explores the intersectionof culture and adulthood. 3. Vulnerable Youth and Transitions to Adulthood 29 Rongbing Xie, Bisakha (Pia) Sen, E. Michael Foster This chapter discusses recent research conducted thatidentified challenges youth in the mental health system, the fostercare system, and the juvenile justice system face in theirtransition to adulthood due to limited support systems. 4. Young Adulthood, Transitions, and Dis/ability 39 Jessica Nina Lester A discussion focusing on the social transitions to adulthoodand independent living of an often forgotten population in adulteducation, young adults labeled with (dis)abilities. 5. Becoming an Adult in a Community of Faith 51 Steven B. Frye The vitality and ongoing existence of any community of faith--regardless of the specific religious tradition--depends onincorporating the "next generation" as fullparticipants. This chapter focuses on how the transition toadulthood is transacted within various religious traditions and theextent to which that transition is a place where nonformal learningtakes place. 6. Youths Transitioning as Adult Learners 63 C. Amelia Davis This chapter conceptualizes transitions with a focus on AdultBasic Education/GED students as they transition from high school toadult education. 7. Transitions From Formal Education to the Workplace73 Joann S. Olson This chapter frames the transition to adulthood in the contextof the moving from formal educational settings (e.g., high school,postsecondary education) to the often less-structured learning thatoccurs in workplace settings. 8. Themes and Issues in Programming for Young Adults83 Joann S. Olson, C. Amelia Davis In this final chapter, recurring themes from the precedingchapters are identified and discussed as they pertain to programplanning and instructional practice. INDEX 8