Campus Location
Dallas Campus (Online)
Date of Award
5-2016
ORCID
https://orcid.org/0009-0003-1213-1956
Document Type
Dissertation
Department
Organizational Leadership
Degree Name
Doctor of Education
Committee Chair or Primary Advisor
Dr. Kipi Fleming
Second Committee Member or Secondary Advisor
Dr. Karan Duwe
Third Committee Member or Committee Reader
Dr. Sandra Hightower
Abstract
This phenomenological qualitative study addressed the impact of low literacy and systemic barriers on socioeconomic mobility among adult learners in Houston, Texas. Persistent low literacy rates in the region have perpetuated educational and economic disparities, restricting access to stable employment, income growth, and advancement opportunities. The study aimed to examine how adult education participants experience low literacy, how these experiences affect their socioeconomic outcomes, and how adult education program directors interpret and address these challenges. A qualitative research design was employed to capture in-depth perspectives from both adult learners and program directors. Data collection involved semistructured interviews and structured surveys. The sample included five adult learners enrolled in an adult education program and two adult education directors with varying leadership experience. Data collection procedures encompassed participant recruitment, informed consent, recorded virtual interviews, transcription, and systematic coding using both manual techniques and qualitative analysis software. An iterative coding process, incorporating open, axial, and selective coding, facilitated the identification of themes aligned with the research questions. The findings indicated that low literacy operated as a multidimensional barrier, affecting employment and income opportunities as well as daily decision-making, mental health, and engagement with essential systems such as healthcare and digital platforms. Key themes included literacy as a prerequisite for employment and income, emotional burden and cognitive overload, digital navigation as a systemic barrier, and the significance of wraparound support services. Furthermore, the results demonstrated that adult education directors modified their leadership practices to address systemic inequities by integrating holistic, student-centered approaches. The study concluded that enhancing literacy outcomes is necessary to address both instructional and v systemic barriers. The findings suggest that adult education programs should implement holistic, learner-centered approaches that combine academic instruction with social, emotional, and structural support. These insights advance understanding of the intersection among literacy, system design, and socioeconomic mobility, offering implications for policy, practice, and future research.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Ross, Stephanie M., "Breaking the Cycle: Exploring the Impact of Low Literacy and Systemic Barriers on Socioeconomic Mobility in Houston, Texas" (2016). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 1031.
https://digitalcommons.acu.edu/etd/1031
Included in
Adult and Continuing Education Commons, Community College Leadership Commons, Higher Education Commons