Education for Self-Support: Evaluating Outcomes Using Transformative Learning Theory

Authors

Suzanne Christopher
Tim Dunnagan
Stephen F. Duncan, Brigham Young University - ProvoFollow
Lynn Paul

Keywords

Family Empowerment, Program evaluation, Transformative Learning, Welfare Reform

Abstract

This paper describes the use of transformative learning theory to evaluate a family‐empowerment project focusing on life skills. The project was designed in response to welfare reform in Montana. Open‐ended interviews were conducted with 34 participants. Results revealed evidence of transformative learning outcomes such as an empowered sense of self and new connectedness with others. Respondents also spoke of factors built into the program designed to foster transformative learning. Implications are presented.

Original Publication Citation

Christopher, S., Dunnagan, T., Duncan, S. F., & Paul, L. (2001). Education for self-support: Evaluating outcomes using transformative learning theory. Family Relations, 50, 134-142.

BYU ScholarsArchive Citation

Christopher, Suzanne; Dunnagan, Tim; Duncan, Stephen F.; and Paul, Lynn, "Education for Self-Support: Evaluating Outcomes Using Transformative Learning Theory" (2004). Faculty Publications. 4739.
https://scholarsarchive.byu.edu/facpub/4739

Document Type

Peer-Reviewed Article

Publication Date

2004-02-19

Permanent URL

http://hdl.lib.byu.edu/1877/7545

Publisher

Family Relations

Language

English

College

Family, Home, and Social Sciences

Department

Family Life

University Standing at Time of Publication

Full Professor

Copyright Use Information

http://lib.byu.edu/about/copyright/