UC Davis

ABSTRACTThe purpose of this qualitative study was to learn from the perspectives of adult secondary learners (ASLs) and transition navigators (TNs) regarding how K–12 adult education programs serve ASLs as they prepare to transition to community college. In this study, ASLs are defined as adult students working towards their high school diploma or equivalency while balancing adult responsibilities and social, psychological, and economic roles expected of adults in their communities. TNs are institutional agents who assist students with enrollment, goal setting, career planning, and transitions to college, training, and employment. Purposeful sampling was used to select six ASLs and four TNs to participate in this study. In-depth one-on-one ASL interviews and focus group data with TNs revealed findings in four key categories: (1) ASLs exhibited agency over their educational trajectory, empowered by family, community, and peers. (2) Teachers supported ASLs by building confidence, meeting learning needs, and validating experiences. (3) Peer and community connections empowered ASLs to persist toward goals. (4) While ASLs found college transition support through adult education, they offered additional ideas to enhance preparation. Findings provide insight into how adult education programs can better support ASLs in preparing to transition to community college. This study provides insight and aims to inform adult education leaders, programming, and policies to improve outcomes for this unique population of learners.