Meeting the Transitional Needs of Young Adult Learners -- CONTENTS -- EDITORS' NOTES -- Reference -- 1 Conceptualizing Transitions to Adulthood -- The Idea of Youth Transitions and the New Adulthood -- Rethinking the Transitions Metaphor -- Relational Frameworks -- Belonging -- Young Adults and Learning -- Connected, Locally and Globally -- Needs (Not Age) Based -- Navigating Learning -- Conclusions -- Note -- References -- 2 Culture, Conditions, and the Transition to Adulthood -- Culture and Cultural Identity -- Culture, Conditions, and the Pathway to Adulthood -- Acculturation -- Implications for Adult Education -- Note -- References -- 3 Vulnerable Youth and Transitions to Adulthood -- Background of Vulnerable Youth and Their Transitions to Adulthood -- Youth in the Mental Health Care System -- Foster Youth Who Age Out of the Child Welfare System -- Juvenile and Young Adult Offenders Who Reenter the Community -- Multi-System Youth -- What Challenges Are Vulnerable Youth Facing? -- Inadequate Competencies -- Insufficient Social Support -- Adverse Effects of a Limited Support System -- The Contributions of Adult Educators to Successful Transitions -- Build Competencies -- Provide Social Support -- Make Connections to Resources and Services -- Conclusions -- References -- 4 Young Adulthood, Transitions, and Dis/ability -- The National Landscape: Youth With Dis/ability Labels in the United States -- Key Policies Supporting Transitions for Youth With Dis/ability Labels -- A Brief Consideration of the Literature -- Reframing Dis/ability in Adult Education -- A Social-Relational Model of Dis/ability -- Supporting Youth With Dis/ability Labels -- Begin With Relationship -- Assume Competence -- Be Open to Learning -- Be an Ally -- Conclusions -- Note -- References -- 5 Becoming an Adult in a Community of Faith -- Young Adults and Organized Religion.

Faith Development -- Who Are Today's Young Adults? -- Religious Involvement of Young Adults -- What Does Work? -- Community -- Authenticity -- Spirituality -- Recommendations for Practice -- Create an Atmosphere of Authenticity -- Emphasize Experience -- Allow Room for Difference and Doubt -- Appreciate the Ever-Changing Concept of Spirituality -- Discover the Value of Intergenerational Mentoring -- Conclusions -- Notes -- References -- 6 Youths Transitioning as Adult Learners -- Conceptualizing Transitions -- Historical Overview of Adult Basic Education -- Youths Transitioning as Adult Learners -- Implications for Adult Education -- Programming and Practice -- Policy -- Conclusions -- Notes -- References -- 7 Transitions From Formal Education to the Workplace -- Leaving the Classroom -- A Time of Feeling Unprepared -- A Time of Tension -- Preparing for an Unknown Future -- Learning a New Kind of Learning -- Highlight the Necessity of Noncognitive Skills -- Incorporate "Real-World Realities" Into Assignments -- Recognizing a Complex Transition -- References -- 8 Themes and Issues in Programming for Young Adults -- Ambiguity of Transition -- Complexity of Contemporary Society -- Belonging and Community -- The Need for Future Research -- Summary -- References -- INDEX -- Other Titles -- Order Form -- Advert -- EULA.