The word transition conveys movement, leaving one thing behind and becoming something else. The caterpillar becomes a butterfly after metamorphosis. With a twist of the wrist, the image at the end of the kaleidoscope changes. For many, graduation from high school seemingly marks the transition from student to something else. Transition begets change, and something new emerges.

And yet, even these examples suggest that looking closely at any particular transition reveals it as more complex than it first seemed. If the caterpillar has two states of being—caterpillar and butterfly—then what is to be made of the time in the chrysalis? The kaleidoscope can produce a seemingly infinite number of patterns. And new graduates are often surprised to discover just how much they still don't know. Transitions often do not have clearly defined beginnings or endings, and they can be disruptive. Given the comprehensive nature of many of life's transitions, what is the role of the educator in helping others navigate transition? More precisely to the point of this volume: What are the transitional and educational needs of young adults as they transition to adulthood?

There has not been a New Directions for Adult and Continuing Education sourcebook related to young adult learners since Darkenwald and Knox (1984) edited Meeting Educational Needs of Young Adults. As the editors stated then, young adults are an important segment of the adult population but have received scant attention in the adult education literature.

Increasingly, youths and young adults are enrolling in adult education programs and in doing so are changing the meaning of adulthood. Given the significant demographic, technological, and cultural shifts during the past 30 years, there is an increasing need for practitioners and program planners to reconsider what constitutes “adult” and “adult education.” An understanding of the changing meaning of adulthood is fundamental to developing programs and policies that will address the needs of younger learners, and we believe it is time for an updated discussion among adult educators and scholars in other disciplines. This volume is designed to reignite the discussion related to meeting the educational needs of young adults along with a timely and interdisciplinary discussion that highlights the transitional needs of young adult learners.

In Chapter 1 of this volume, Johanna Wyn challenges a simplistic understanding of “transition” and “adulthood.” She suggests that a focus on transition is steeped in linear theories of psychology and human development that rely on normative—and perhaps outdated—understandings of the markers of adulthood. As an alternative, she proposes that a metaphor of “belonging,” rather than “transition,” more accurately describes this time of life, as young adults understand their present reality and begin to conceptualize their future possibilities in the context of the quality of their relationships and connections.

Brendaly Drayton explores the intersection of cultural identity, social conditions, and the transition to adulthood in Chapter 2. Using a critical sociocultural perspective, she illustrates how culture orients developmental tasks and learning for emerging adults from dominant and minority cultures. Strategies for developing cultural competency and implications for adult education are discussed.

The transitional needs of vulnerable youth are highlighted by Rongbing Xie, Bisakha (Pia) Sen, and E. Michael Foster in Chapter 3. For many of these vulnerable youth, their relationship with the systems they have engaged with or relied on—mental health and social service agencies, the foster care system, or criminal justice systems—ends abruptly when they reach the age of majority. Xie et al. explore the impact of those individual histories on the process and experience of transitioning to adulthood.

Chapter 4, written by Jessica Nina Lester, focuses on how youth with dis/ability labels navigate the meaning and markers of adulthood. She outlines several of the policies designed to support these young adults, while at the same time suggesting that little research has been conducted related to how individuals, educators, and employers have responded to these policies and mandates. Furthermore, she explores the implications of reframing dis/ability labels as a social construct, suggesting that this approach may help adult educators who wish to support young adults with dis/ability labels in a meaningful way.

Recognizing that an individual's various affiliations may influence his or her sense of self and adulthood, Chapter 5 presents an exploration of the transition to adulthood in communities of faith, written by Steven B. Frye. Many young adults are disengaging from the faith communities of their childhood, leaving many congregations wondering about long-term survival and vitality. The key elements of engaging young adults in faith communities in more meaningful ways—community, authenticity, experience, and so on—may also prove effective in a variety of adult education settings.

As described by C. Amelia Davis in Chapter 6, recent demographic shifts within Adult Basic Education/GED programs have the potential to significantly change the work of adult educators in these programs. The purpose of this chapter is to consider alternative ways of thinking about transitions to adulthood through the context of youths transitioning as adult learners. Drawing on findings from a recent narrative study in which 18- to 25-year-old GED students shared their experiences transitioning from high school to adult education, Davis discusses the potential implications these transitions have on program planning and policy in adult education.

Preparing young adults for workplace and nonformal learning, as they move from formalized school settings, is the focus of Joann S. Olson's discussion, found in Chapter 7. She outlines how this aspect of the transition to adulthood may be experienced by recent graduates, including several challenges perhaps particularly salient to first-generation college graduates. Her chapter highlights strategies for both school-based and workplace educators that may help prepare young adults develop the skill and attitude of lifelong learning.

Chapter 8 outlines several themes that infuse the chapters of this volume. It is our hope that as you engage with the ideas here you will be reminded—as we were—of the necessity of our work as adult educators. Supporting young adults during this time of life is a complex endeavor, requiring nuanced and thoughtful approaches. The challenge of the task speaks to its great importance.

C. Amelia Davis
Joann S. Olson
Editors

Reference

1. Darkenwald, G. G., & Knox, A. B. (Eds.). (1984). New Directions for Adult and Continuing Education: No. 21. Meeting educational needs of young adults. San Francisco, CA: Jossey-Bass.