Murray State Theses and Dissertations

Abstract

Abstract

The purpose of this study is to examine how faith-based and strengths-based adult education programs impact the cognitive well-being, life purpose, and socioeconomic outcomes of Black, and marginalized adult learners. The research seeks to understand the lived experiences of participants, motivations, and barriers to inform more inclusive and effective adult education practices. Additionally, the study aims to understand what impact these organizations are having on the self-efficacy, socioeconomic outcomes of Black and marginalized students, while looking to align areas for improvement. While the study uses quantitative methods to answer research question, the focus of questions bring insight that would typically lean toward qualitative findings that provide insight into often overlooked perspective of Black and marginalized people. The study ultimately relies on online survey questionnaire distributed to the students of several adult education organizations in the Greater Nashville Tennessee, and New Orleans Louisianna areas. Secondary data from NRS and other databases house performance and outcome data was included to enhance the depth of the study and offset low participation allowance by the solicited faith-based adult education organizations. The findings suggest that however minimal there is positive impact to the students and their communities as a result of matriculating through these faith-based organizations.

Year manuscript completed

2025

Year degree awarded

2025

Author's Keywords

Adult Education, Faith-Based, African American, Spiritual Well-Being, Self-Efficacy, Integrated Framework, Transformative Learning, Socioeconomic Equity

Degree Awarded

Doctor of Education

Department

Educational Studies, Leadership and Counseling

College/School

College of Education & Human Services

Dissertation Committee Chair

Landon Clark

Committee Member

Teresa Clark

Committee Member

Eric Batts

Document Type

Dissertation

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