Christina Van Wingerden

Portfolio Synthesis Statement

Adult Learning and Development Theory

Learning Outcome 2: Adult Learning and Development Theory
Identify, describe, and interpret theories of adult learning and development, applying relevant
theories to the design, implementation, and evaluation of effective learning experiences for adult
learners in higher education and continuing education.

The artifact entitled Satoko is about a Japanese-American student in higher education and her
educational journey. The insight into Satoko is from almost five hours of interview looking at
childhood learning and experiences, family and Japanese culture and dynamics and adult
learning in high school and higher education. During the interview there were touch points that
were explored related to struggle, persistence, and Satokos strength in reflection on her own
progress and identity development. Additionally, there were issues of depression, struggle with
certain courses, white and beauty, internment camps and her apathy and sometimes what came
across as disdain towards her Japanese mother. I saw internalized oppression, the power of the
dominant US culture and the struggle in identity as a biracial woman.

Exploring and integrating adult learning theories and the process of mapping Satokos journey
led me to theories that came from non-western and western perspectives, the discovery of the
myth of the model minority, critical reflection, diversity, motivation, and transformative
learning. Further, persistence, narrative learning theory, and awareness of identity development
theory related to the age of Satoko culture and family were factors.

For instance, Mezirow (1991) speaks of the process of perspective transformation in relation to
its progression in individual development in transformational learning. The reflection on
meaning perspectives permit us to deal with a broader range of experience and to be inclusive
and develop other perspectives (Merriam, Caffarella, Baumgartener, 2007, pp. 147-148). This
was exhibited in a couple of ways related to Satokos age and development in identity in the
sustained heroic story of most notably Satokos dad but certainly is a family theme even back
generations. Her fathers role in her life has been instrumental in her ability to use reflection of
different perspective to arrive at new conclusions or expanded thought. Another theory surfaced
from this research. Satokos distinctive experience of being bicultural, and being in two different
countries during her early years, really lends, perhaps, to an internalization of the model
minority (Hartlep, April 29, 2013). She tends to give strong accolades to a high achieving
family, and how own achievements, without consideration of the impacts of these high
expectations on her experience. Satoko is resourceful, to avoid or evade some academic and
cultural expectations, and expresses admiration of the U.S. fluffy parent, while rarely, if ever,
giving voice to any frustrations with keeping up the pace of needing to achieve. Yet she
expresses challenges with feeling depressed at times, and says she has a terrible temper that
others do not know about, one which she keeps under wraps. These signs are compatible with
what has been written about the myth of the model minority. Hartlep states, Suicide is the
second-leading cause of death for Asian-American woman age 15-24 (Hartlep, April 29, 2013,
p. 2).

This example of theories and adult learners informs me of environmental and cultural factors that
influence an adult learner. Looking at the macro level, policy changes in how we care for, in this
case Asian students in their depression and struggles with suicide are important to consider.
Christina Van Wingerden
Portfolio Synthesis Statement
Adult Learning and Development Theory

Creating spaces and events for Asian students to challenge the myth through discussion and arts
may be helpful. The invisibility of mental health issues for Asian minorities has been
documented in research yet stories of Kim, Tadesse, and Cho (Hartlep, December 2013, p. 1) are
signs of the stress of high achievement and its tragic consequences. By being aware of theories
and adult learners, steps can be taken to raise awareness and educate others who work with adult
learners to provide better care and strategic support to assist learners in navigating their own
territories and more effective, empathetic support systems and structures for student success.

In this project other insights through adult learning perspectives proved helpful in understanding
Satoko as an adult learner. Final examples are Cluster II and Cluster III orientations as an
activity oriented learner and professional advancement learner (Merriam, et. al., pp, 64-65). This
methodology of hearing and exploring the story of an adult learner emulates for me what adult
education is about. The interest, care, empowerment, and support of adult learners in their
development in a myriad of ways. From a curriculum perspective, perhaps focus on exploring
the deeper sense of self and delving into ethnicity and personal stories, while learning others may
be powerful from a social justice lens. Additionally, learning journals or concept-focused
autobiographical writing may also provide the deepening awareness of self and other if shared in
dyads. As an adult educator, I will continue to seek to understand my learners in the context and
framework of culture, adult learning theories and environment. From universal design and
critical reflection, perhaps creating a more socially just academic experience could be had by the
intentional application and refinement of theory to practice in curriculum development and the
classroom experience.

References

Hartlep, N.D. (2013). Why the model minority stereotype is divisive to all communities of color.
Diverse Education, April 23, 52866. Retrieved by:
http://diverseeducation.com/article/52866.
Hartlep, N.D. (2013). The model minority myth: What 50 years of research does and does
not tell us. Diverse Education, April 29, 52979. Retrieved by:
http://diverseeducation.com/52979.
Hartlep, N.D. (2013). Policy suggestions for combating the Asian American model minority
stereotype. Diverse Education, May 8, 53192. Retrieved by:
http://diverseeducation.com/article/53192.
Hartlep, N.D. (2013). Stress, test-avoidance, and unmet needs: Lessons learned from Eldo Kim
Christina Van Wingerden
Portfolio Synthesis Statement
Adult Learning and Development Theory

and the model minority stereotype. Diverse Education, December 19, 59614. Retrieved
by: http://diverseeducation.com/article/59614.
Merriam, S.B., Caffarella, R.S., Baumgartner, L.M. (2007). Learning in adulthood: A
comprehensive guide, 3
rd
edition. San Francisco: Jossey Bass.