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| Editors' Notes | p. 1 |
| Social Capital Theory: Implications for Women's Networking and Learning | p. 3 |
| This chapter describes social capital theory as a framework for exploring women's networking and social capital resources. It presents the foundational assumptions of the theory, the benefits and risks of social capital engagement, a feminist critique of social capital, and the role of social capital in adult learning | |
| Ties That Bind: Cultural Referent Groups a... MORE | p. 13 |
| This chapter examines the cultural influences and applications of women's social capital networks on women's knowledge construction, community development, and autonomy within their cultures and the adult learning context | |
| Social Networks and Community Support: Sustaining Women in Need of Community-Based Adult Education Programs | p. 23 |
| This chapter focuses on women in need of community education programs, specifically general educational development (GED), English as a second language (ESL), adult basic education (ABE), and workforce development. The author explores social networks and learning programs necessary for facilitating the transition of this group of women to sustainable employment | |
| Networking in the Workplace: Implications for Women's Career Development | p. 33 |
| Although the value of social capital for organization and individual career success is widely recognized, gender as a moderator in the building of social capital in organizational settings has not received adequate research attention. This chapter looks at how professional women use one aspect of social capital-networks-to assist with their career progression | |
| Building Social Capital in the Academy: The Nature and Function of Support Systems in Graduate Adult Education | p. 43 |
| In this chapter, two women doctoral candidates examine the nature and function of support systems in graduate adult education. Recommendations and strategies for building social capital in the academy are also discussed | |
| Older Adult Women Learners in Transition | p. 53 |
| This chapter addresses older women learners, highlighting their transitions in life, in learning, and in preparing for the workplace. It focuses on the roles that social capital and adult education play in the process and presents strategies (learner and programmatic) for facilitating the inevitable transitioning of older women learners | |
| Social Networking Technologies as Vehicles of Support for Women in Learning Communities | p. 63 |
| This chapter focuses on social networking technologies as mechanisms for learning and support for women in formal online learning environments. Specific strategies for including social networking as an instructional tool are presented | |
| Support Systems and Women of the Diaspora | p. 73 |
| Drawing from the literature and the personal experiences of the author, this chapter highlights the insider and outsider status of the immigrant adult learner and the challenges associated with forming relationships and networks with members of other cultures | |
| Survival of the Supported: Social Capital Networks and the Finish Line | p. 83 |
| This chapter presents a thematic summary of women's social capital networks from the chapters in this volume. It presents salient emergent issues for consideration, forms of adult learning, and strategies that address the implications for women as adult learners and for adult education | |
| Index | p. 95 |
| Table of Contents provided by Ingram. All Rights Reserved. |