FIGure it out! Resources/Bibliography
A. Employment Outlook and Pathways for Culturally
1. Kirsch, Irwin, Henry Brun, and Kentaro Yamamoto. America’s Perfect Storm: Three
Forces Changing Our Nation’s Future. ETS Policy Information Report. 2007.
This is the classic study that got attention of the system that the demographics of
the U.S. workforce were about to make a dramatic change.
2. Here’s a study about the integration of immigrants into the workplace
Integration A roadmap for integrating immigrants in the workplace (2006)
The Integration of
The project report on immigrant integration - electronic version
Immigrants in the
Employing Foreign Policy recommendations for fully valuing the knowledge of foreign
Educated Immigrants educated immigrants (2007)
Uneven Progress: The
A report by the Migration Policy Institute: Jeanne Batalova and
Pathways of Skilled
Michael Fix, with Peter Creticos, IWE (2008)
Immigrants in the
3. Washington’s Forgotten Middle-Skill Jobs: Meeting the Demand of a 21st Century
Economy. Here are several documents about the demand for the kinds of jobs BTC
WASHINGTON’S FORGOTTEN MIDDLE-SKILL JOBS: 2009
SKILLS REQUIRED: Preparing Puget Sound for Tomorrow’s Middle-Wage Jobs
CHARTING A PATH: An Exploration of the Statewide Career Pathway Efforts in
Arkansas, Kentucky, Oregon, Washington and Wisconsin
Growing Washington’s Economy by Investing in the Forgotten Middle
4. The Language of Opportunity: Expanding Employment Prospects for Adults with
Limited English Skills - This report presents a demographic portrait of adults in the
United States with limited English proficiency and their situation in the workforce
and society. The authors identify workforce training program components that have
had a positive impact on these adults’ job and income prospects, and provide
recommendations on developing programs to meet the unique needs of this sector
of the workforce, as well as recommendations for state and federal policy. The
appendix offers brief descriptions of different types of local programs nationwide
that are effectively serving the needs of adults with limited English skills. An eight-
page policy brief also is available. (Heide Spruck Wrigley, Elise Richter, Karin
Martinson, Hitomi Kubo and Julie Strawn, Center for Law and Social Policy, August
2003)... Document Number: 5872
5. Employer Needs and Practices Survey - 2008 (Fall 2007) DRAFT RESULTS
James Hu & Carl Wolfhagen. Workforce Board Presentation. March 27, 2008.
6. The Washington Innovation Economy: New Economic Strategy for Prosperity.
Washington Economic Development Commission. February, 2009. www.WEDC.wa.gov
1. This project in Seattle sounds like HomeBoy Industries.
2. Here's the link to the NPR program about jobs for the next decade:
B. Career Pathways /Orientation
1. Research Report No. 06-2. Washington State Board for Community and
Technical Colleges. Building Pathways to Success for Low-Skill Adult Students:
Lessons for Community College Policy and Practice from a Longitudinal Student
Tracking Study. (The “Tipping Point” Research) April 2005
2. MAKING IT WORTH THE STAY:Findings from the New England Adult Learner
Persistence Project. Andy Nash and Silja Kallenbach. New England Literacy Resource
Center. World Education. Boston, MA. 2009WWW.NELRC.ORG and
3. Basic Skills for Complex Lives: Designs for Learning in the Community College. The
Carnegie Foundation for the Advancement of Teaching. 2008.
Basic Skills for Complex Lives details five principles for creating powerful classrooms
and offers a new vision for professional development. Included are
recommendations drawn from the work of the 11 community college campuses that
participated in SPECC—a three year, multi-site, action research project of the
Carnegie Foundation and The William and Flora Hewlett Foundation
4. Integrating Career Awareness into ABE & ESOL Classrooms—total curriculum and
downloadable, editable lesson plans and handouts:
5. Career Pathways Instructional Materials Library, a page of materials to help
educators develop and implement work-based education programs and career
pathways for adult learners in their Adult Basic Education and General Educational
Development programs. Professionals in state adult education departments and at
the National Adult Education Professional Development Consortium (NAEPDC)
submitted the materials. This is a dynamic collection, and you are invited to submit
materials to it also. All of the resources are very practical, and as we all know, those
resources are the hardest to find.
So go to http://www.nifl.gov/pd/careerpathways, If you are a practitioner, you will
find something here that you’ve been wishing for!
6. Building Tomorrow’s Workforce: Promoting the Education & Advancement of
Hispanic Immigrant Workers in America is a focused report on innovative and
promising practices. The report identifies ways employers and postsecondary
education institutions can work together and help these workers succeed. We need
your help to identify additional innovative collaborations and begin to develop a
national network of private- and public-sector leaders and organizations committed
to the success of these kinds of initiatives that help prepare workers today and
increase the competitiveness of our workforce in the future.
7. Judy Alamprese, Abt Associates, Inc, .HELPING ADULT LEARNERS MAKE THE
TRANSITION TO POSTSECONDARY EDUCATION http://www.c-pal.net/
This is a bit outdated (2002?) but shows the beginning of the movement to improve
transfer rates for ABE/ESL.
8. Achieving Student Success: Transitions to Post-secondary Education
WEBCAST . January 20, 2010. Watch the Achieving Student Success: Transitions to Post-
secondary Education Webcast to learn about what local programs, in partnership with
colleges, are doing to ensure that students are ready to move from adult literacy classes to
post-secondary education and beyond. The presenters’ slides and references are
9. California Adult Literacy Professional Development Project. September 2007.
American Institutes for Research. Sacramento, CA . A California Department of Education
10. Bridging the Gaps to Success 2009 Promising Practices for Promoting Transfer among
Low- Income and First-Generation Students supported by Texas guaranteed student loan
corporation (tg) through the public benefit grant program an I n - D e p t h Study of Six
Exemplary Community Colleges in Texas. Chandra Taylor Smith, Ph.D. and Abby Miller with
C. Adolfo Bermeo, Ph.D.
11. This site, Community Partnerships for Adult Learning, is dedicated to encouraging
the creation of partnerships to improve the quality of adult education in the United
States. With the help of experts across the country, we’ve selected a broad range of
high-quality community building and adult education resources for this site,
including how-to’s, research reports, and links to relevant websites, sorted by topic
and potential user. You can find these in our ToolBox. http://www.c-
12. Workforce Training and Education Coordination Board—Publishes the free guide
“Where Are You Going,” which contains up-to-date statistics on Washington State
jobs. It also includes career assessment and interests tools.
13. I wanted to pass along a great example of an academic I-BEST program. The Digital
Bridge Academy (“Digital” as in digital divide) has been operating at Cabrillo College
in California since 2003. The Gates Foundation is very interested in this type of
program. Cabrillo College is willing to share lots of information and tools.
I’ve attached a study done on the program by CCRC. When the program involved
college English, student outcomes were great. They were required to remove
college English from the program due to California Education Code (this is explained
in the study). We have no such restrictions—YEA! These were some of the hardest-
to-serve students in this college district. Check it out! (Michelle Andreas, SBCTC)
14. A new Adult Learner Persistence website is now up at www.nelrc.org/persist. The
site shares the resources collected for and generated by the New England Learner
Persistence (NELP) Project. For each of six program areas (Program Design and
Management, Intake and Orientation, Instruction, Counseling and Support, Student
Involvement, and Seeing Progress), the site offers an inventory of promising
practices that link to related research, program models, and tools. You can find, for
example, research on the impact of shifting from open to managed enrollment,
examples of how programs have built support networks to foster new students'
sense of belonging, or tools for helping adults recognize and document their learning
C. Cultural Awareness and Sensitivity
1. Cultural Awareness Activities from I-CANS Chapter 5, “Group Effectiveness”
2. There are also some great lesson plans that can be easily adapted to adults at the
Southern Poverty Center’s Teaching Tolerance site: http://www.tolerance.org.
You’ll find some great materials for inservice training for faculty there, too.
Teaching Tolerance Activity kits, which includes many lesson plans integrating basic
skills with cultural sensitivity.
Includes “Writing for Change: Raising Awareness of Difference, Power, and Discrimination”
curriculum, containing many short (5-10 minutes) and long-term activities
3. (from Bob Hughes)
I was listening to NPR the other day and heard a segment from American
RadioWorks that tells of the experiences of first generation and “generation 1.5”
Latino students in community colleges. “Rising by Degrees” is not information that
those of who work with basic skills students don’t already have. But it’d be a great
resource to share with people who want or need to know something about the
immigrant experience in community colleges. The editors and reporters did an
excellent job of capturing students’ stories. Check it out:
4. The best resource for multicultural education is the National Association for
Multicultural Education. You won’t find direct lesson plans there, but you’ll find an
incredible wealth of resources to build lessons at their resources page:
http://nameorg.org/resources. There are links there to places that provide lesson
To respect and appreciate cultural diversity.
To promote the understanding of unique cultural and ethnic heritage.
To promote the development of culturally responsible and responsive curricula.
To facilitate acquisition of the attitudes, skills, and knowledge to function in
To eliminate racism and discrimination in society.
To achieve social, political, economic, and educational equity.
To establish a clearinghouse for multicultural education resource materials and
To establish standards and policy statements for educational institutions,
organizations and policy makers.
To facilitate initiatives supportive of culturally diverse faculty, administrators,
students, and parents in schools at all levels, from pre-K through universities.
To develop a national clearinghouse for consultant services to assist educational
institutions with multicultural training, research, in-service programs, curriculum
development, and solutions related to the creation of a multicultural society.
To create a national headquarters to serve as a resource and archive-and as a
space for fostering growth, social justice, collegial and community support, and
communication about multicultural issues.
5. Project Implicit
Project Implicit blends basic research and educational outreach in a virtual laboratory at
which visitors can examine their own hidden biases. Project Implicit is the product of
research by three scientists whose work produced a new approach to understanding of
attitudes, biases, and stereotypes.
The Project Implicit site (implicit.harvard.edu) has been functioning as a hands-on
science museum exhibit, allowing web visitors to experience the manner in which
human minds display the effects of stereotypic and prejudicial associations acquired
from their socio-cultural environment.
Findings observed in seven years of operation of the Project Implicit web site
Implicit biases are pervasive. They appear as statistically "large" effects that are often
shown by majorities of samples of Americans. Over 80% of web respondents show
implicit negativity toward the elderly compared to the young; 75-80% of self-identified
Whites and Asians show an implicit preference for racial White relative to Black.
People are often unaware of their implicit biases. Ordinary people, including the
researchers who direct this project, are found to harbor negative associations in relation
to various social groups (i.e., implicit biases) even while honestly (the researchers
believe) reporting that they regard themselves as lacking these biases.
Implicit biases predict behavior. From simple acts of friendliness and inclusion to more
consequential acts such as the evaluation of work quality, those who are higher in
implicit bias have been shown to display greater discrimination. The published scientific
evidence is rapidly accumulating. Over 200 published scientific investigations have made
use of one or another version of the IAT.
People differ in levels of implicit bias. Implicit biases vary from person to person - for
example as a function of the person’s group memberships, the dominance of a person’s
membership group in society, consciously held attitudes, and the level of bias existing in
the immediate environment. This last observation makes clear that implicit attitudes are
modified by experience.
You can also find some lessons (but they’ll cost) at CREDE: http://crede.berkeley.edu.
(from Bob Hughes)