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Theorizing African American Women’s Learning and Development: Leveraging Workforce Diversity through Socio-Cultural Adult Learning Theories
Abstract
This study is a qualitative, interpretative examination of nine African American women’s encounters with race, gender, and social class (intersectionality) in predominantly white organizations and the learning experiences that emerged from these encounters. Rather than continuing to operate from a Eurocentric view of learning, this study contributes to the scholarly discussion the learning perspectives of African American Women (AAW). Black feminist theory is used as a socio-cultural framework to explain how AAW learn from issues emerging from intersectionality. A narrative approach to inquiry was the research strategy employed. Three major learning orientations emerged from the women’s narratives: learning from influential sources, learning through divine guidance, and learning through affirmation of self. The authors contend that expanding the conversation of adult learning theories to include socio-cultural theories derived from black women’s scholarship may be necessary to move the field of adult education toward more inclusive ways of theorizing adult learning. Implications for the field of adult education and the emerging workforce diversity paradigm are provided.
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