Education for Self-Support: Evaluating Outcomes Using Transformative Learning Theory
Family Empowerment, Program evaluation, Transformative Learning, Welfare Reform
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.
Family, Home, and Social Sciences
Copyright Use Information