A Constructive-Developmental Perspective on the Transformative Learning of Adults Marginalized by Race, Class, and Gender

Abstract

Using Kegan’s constructive-developmental theory, this study examines transformative learning among six low-income and homeless women of Color pursuing their GED in a shelter-based literacy program. Narrative analysis of two developmental interview instruments indicated that some participants’ epistemological perspectives and knowledge construction became more complex over time. Some participants also applied transformative learning to other aspects of their lives. The study suggests that groups often regarded as marginalized by race, class, and gender may experience growth in epistemological complexity in environments where transformative learning goals are purposefully supported.