Youth in Adult Education

Oh, Those Young People!

by Shirley Ledet

Mention the word “youth” in adult education and teachers begin to share stories of discipline issues, disruptions, interruption of the more mature student, lack of motivation, and on and on. The question follows; what should we do with them? Five years ago, the Program Manager at the time, Federico Salas, and GED Coordinator, Linda Burke, were faced with just such a dilemma. It appeared that with all of the issues attached to the younger student, the only option appeared to be to limit services to students 19 years and older. Implementing that option left the questions; where would they go and what would they do?

Our hearts prevailed, and Ms. Ledet’s Young Adult Class (YAC) was launched. So we have a class, — now what? An exclusive YAC takes the support and dedication of an administration that understands the population and challenge to be undertaken. Federico and Linda were the administrative component willing to accept the challenge for the YAC at North Harris Parkway Center (NHC). Their support began with the question, “what do you need?” Ill-prepared to deliver the service my brain told my mouth to request, I started to rattle off things such as a room; books; material sensitive to that age group; and the power to impose rules in addition to those of the college.

Fall 2001 became the semester we would find out if we had what it took to service students who had already hit the wall of failure more times than their chronological ages. Each semester’s beginning mimicked the last. Students arrived with attitudes, a defeated demeanor, and paranoia about how long it would take for them to be expelled from this program. I begin with a commitment to each student that it would be very difficult for them to be expelled by me. I asked for their trust and promised them my support in any way possible. I give further assurance that the administration and staff will treat them with respect and they are expected to reciprocate.

Following their looks of doubt, we begin our routine of creating a learning community within the NHC Community. Expectations for acceptable behavior, vocabulary, demeanor, and dress were described. Following the first semester, I had to do very little enforcement because returning students were quick to assist their colleagues with statements like “Ms. Ledet doesn’t allow that word in here.” Unacceptable behavior by a new student was met with silence by returning students as they looked at me and waited for the “usual lecture” that corresponded to that behavior. It is interesting to note that some times the students would begin the lecture, by mocking my words, demeanor and tone of voice. On occasion I asked, “Do I really sound like that?” A resounding “Yes” from the whole class filled the room each time. The students could relax and attempt to learn without fear of ridicule or failure. They had found their “home” learning environment.

This article is by no means intended to imply that when stepping across the threshold of my classroom, you enter a learning wonderland. The students tend to enter discouraged, unmotivated, and sometimes angry. The reality settles in that they cannot read nor compute basic math, not to mention the fact that this awareness also comes with the knowledge that they have blown past opportunities. They may also discover their individual learning differences that were not diagnosed in the traditional system.

Are specialized YAC more successful when blending them with the older population? The lack of blending precludes the opportunity to create a mentorship between an older and younger adult. Many of the young adults do not have positive role models and a blended class would provide this atmosphere. Solutions to this concern can be addressed at a different time. With these considerations, I believe the advantages of a specialized young adult class outweigh the disadvantages. Young adults under nineteen are the fastest growing population entering adult education programs. We can create successful programs, or we can continue to create a throwaway group of people who will struggle to live amongst those in society who may have been deemed worthy of a “good education.”

Elements and Guides for a Successful
Young Adult Program

• Orientation – Although your program may have an orientation session for incoming students, a specialized orientation geared toward young adults can set the tone for your environment and classroom community.
• Contract – Contracts should contain two important elements; what the instructor commits to the students and what the students commit to the teachers. Contracts should be read aloud. Students should be given the opportunity to ask questions, discuss or protest any rule. A rule may be revised or deleted with convincing discussion surrounding its necessity or wording. The instructor retains veto power but should be prepared to provide an explanation as to why the rule is being kept.
• Introduction – Young adults in ABE/GED classes feel insolated when beginning programs. They may feel they are the only ones who can’t read or speak out loud, etc. Introductions (name, reason for being in class, ultimate goal), posed as open-ended questions provide an opportunity for bonding. “Getting a GED” should not be a response to any of the questions. The instructor should begin with a brief, personal and non-laudatory response to each question from his or her own experience.
• Syllabus – Students should be given a syllabus and a copy should be prominently posted in the learning area. Time should be allotted for individual study time as well as discussion time with instructor.
• Room/environment – As much as is physically possible, the room should be bright and inviting. Since comedians and movies make their living poking fun at people who get their GED, posting role models of people who have earned their GED (Mark Walberg, Dave Thomas, Fifty Cents, etc) is suggested.
• Instructor – Instructors deciding to embark into the adult education arena must be dedicated, passionate, and happy to be there. It is some of the hardest work you’ll love to do. This goes double or triple for an instructor deciding to teach young adults. Your patience, passion and desire will all be tested on occasion. You must have enough stored away so that you are just as excited about showing up the next day.
• Assurance – Young adults need constant assurance that they are going to be OK. We must remove that sting of rejection that has been implanted, whether in school, courts, home, or other environments. We have to be the ones who treat them like they are capable of fulfilling their dreams.
• Administration – The administration must follow the passion of the instructor in assuring that from the time the students walk into the building, they will be treated with dignity and respect. According to one local principal whose school experienced little or no disruption following the Katrina disaster, the solution was simply to treat all students as a student of the school with equal respect. Her staff and students were not to refer to students as Texas or New Orleans. Comments from the students were favorable and the New Orleans students commented that they never felt out of place or unwelcomed. I notice the joy in my students when they are considered a part of NHC. When a student activity is announced, they initially say “we’re invited?” It is wonderful to be able to say “you’re a NHC student aren’t you?” then wait for the smile, because it’s coming.

The nation's adult ABE/GED programs are faced with the steady and growing influx of young adults between the ages of 16 and 19 entering their programs. These are our nation's young adults. Will we save all those who enter the program? No, we won't. Will we save some? Absolutely. Is it our responsibility as adult educators to take on this challenge? The real question is, if we don't accept the task, who will?

Shirley Ledet, PhD, is an adolescent behavior specialist. She teaches ABE/GED with North Harris College and trains for the Coastal GREAT Center. She implemented the young adult class at the NHC-Parkway under the support and guidance of Linda Burke and Federico Salas. The program has produced students who have enrolled in University of Houston, Prairie View, North Harris College and others. She is currently conducting a longitudinal study to determine the impact of students who have been involved in the YAC program since 2001.