Okpara, Onwuchekwa Chukwu2014-03-142014-03-141993etd-10052007-143425http://hdl.handle.net/10919/39658Using Patricia Cross's Chain of Response model as a guide, this research sought to understand the complex socio-economic and environmental factors that inhibit public housing residents from participating in educational activities. The Chain of Response model developed by Patricia Cross assumes that participation in educational activities by adults whether in an organizational setting, or self-directed is not a single act, but a result of chain of responses, each based on an evaluation of the position of the individual in relation to his or her environment. The design method for the study is the qualitative case study approach. First, an interview-dialogue technique was used to gather information from 24 public housing residents. The interview questions were structured according to the elements of the conceptual model. The interview-dialogues were taped in a microcassette recorder and then transcribed. The second part of the data gathering process was accomplished by the use of a survey questionnaire instrument which was administered to 27 different public housing residents. The purpose of the questionnaire was to further explore emerging themes from the interview-dialogue. Findings show that a majority of the public housing residents in this sample are single adult females raising their children without a spouse. Among the barriers identified by respondents that inhibit their participation in educational activities include: situational barriers such as lack of child care and lack of time; institutional barriers such as high tuition costs; psychological barriers such as lack of interest and being tired of schooling. Findings also indicate that the sample public housing residents are interested in learning Cosmetology, Child Care Provider, Secretarial and Computer skills. Further, findings suggest that respondents prefer on the job training as the best way of getting training in their desired job skills. The implication of this study is that in order to encourage participation in educational activities by this population, the barriers to participation should be removed. Of greater significance is that public housing providers and policy makers may use information generated in this study to design job training programs in the identified areas of interest of public housing residents.xiv, 272 leavesBTDapplication/pdfenIn CopyrightLD5655.V856 1993.O473Adult educationAdult learning -- United StatesLearning, Psychology ofPoor -- AttitudesDissertationhttp://scholar.lib.vt.edu/theses/available/etd-10052007-143425/