Examining the Learner Perspective in US Immigrant Adults: Socioeconomic Status and the Mission to Successfully Integrate

Abstract

This study examines how immigrant perspectives on learning formats affect their integration into US society, using Knowles' (1974) theory of Andragogy. It reviews literature on non-credit courses for immigrant adults, considering their SES, linguistic, and occupational skill levels. A quantitative design with four instruments assessed relationships between learning formats, self-directed learning, English skills acquisition, and integration in a sample of 107 participants. Results show significant correlations between perspectives on learning formats, self-directed learning, motivation, English skills acquisition, and integration (e.g., TOT and IPL, r=0.801, r=0.801), and multiple regression analysis showed that these perspectives and self-directed learning strategies strongly predict integration outcomes (R2=0.728, R2=0.728). Positive perspectives on learning formats help distinguish between poor and optimal integration. Study results can guide governmental, state, nonprofit, and community advocacy programs in aligning instructional goals with immigrant needs and enhancing understanding of self-directed learning and integration strategies. Recommendations include promoting integration through community services, education programs, skills development, and policy changes.