Differences between military culture and civilian culture can affect the postmilitary experience for transitioning veterans. Adult educators should acquire and maintain a high level of military cultural competence to effectively serve female veterans as they transition out of the military. For women, the military-to-veteran transition also…

This chapter focuses on the use of coaching for adult learners, the specific characteristics adults bring to the learning environment, and strategies for dealing with the obstacles adult learners may face.

Since the 1980s, educators in adult basic education and special education have speculated that a substantial if unknown percentage of adults have specific learning disabilities (LDs) and have sought to identify and address effectively the needs of these learners. Two rarely intersecting bodies of historical literature on LDs provide the background…

The purpose of this chapter is to consider the important influence that spirituality has in adult learning and how discussions of it are affecting the field of adult education. In so doing, the author begins by attempting to define spirituality and then considers the nature of spiritual experience and its relationship to adult development.…

This chapter examines the potential for personal growth, development, and learning of older adult women who will have many productive years in the workforce. What implications are there for adult education communities who will interact with these older women? How do they adapt to the educational environment, and what social support will enable…

This summative chapter reviews the models and theories of adult development discussed in this issue. Adult educators are challenged to see what has been less visible, hear what has not been heard, and think creatively about the connection between development and learning. (SK)

Discusses definitional issues and tensions around adult development theory. Presents a typology of developmental theories: biological, psychological, sociocultural, and integrative. (SK)

Balancing the need for separation and connection is an ongoing challenge for adults. Theories by Erikson, Peck, Kegan, and others attempt to resolve the tensions that have implications for adult learning. (SK)

Explains classic theories of adult development (stage/phase and life events and transitions) as well as newer theories (women's psychological development, Kegan's theory of consciousness). Presents implications for adult learning. (SK)

Defines racial and ethnic identity and stresses the importance of examining these concepts from multidimensional perspectives. Discusses models of racial and ethnic identity and explains how educators can create positive multicultural learning communities. (SK)

Adult life consists of alternating periods of stability and transition. The nature of life transitions in adulthood and their potential for learning and development are the focus of this chapter.

Examines traditional sexual orientation theories, cultural understandings of sexuality, and the emergence of queer theory. Discusses how sexual identity can open new learning pathways for adults. (SK)

Presents contextual, interpretive, retrospective, and temporal dimensions of narrative as applied to adult development. Concludes that narrative is a basic way of meaning making, development is experienced through self-stories, and adult development proceeds in less than predictable ways. (SK)

Men's and women's sociocultural experiences typically led them to develop as adults via different pathways. Adult education provides the opportunity for new life choices that can lead to becoming a fully integrated person. (SK)

Describes psychological perspectives on spiritual development within cultural contexts. Recommends that adult educators acknowledge the search for meaning, recognize adult learning is intended to nurture the soul, and become aware of how humans construct knowledge through images and symbols. (SK)