Implications of the Rank Concession Syndrome for Adult Education Programs: an Exploration in Social Roles and Program Effectiveness

Abstract

This paper applies the theory of the rank concession syndrome (i.e., acceptance of the claims of one or more groups in a society to higher rank than one's own group) to Miller's analysis of factors influencing decisions to participate in or reject adult education programs. The theory of "ethnic boundaries" and their meaning in social change is included to elucidate the discussion and put it in the context of community development. The theories are then applied to the case of an American Indian group in rural Wis consin. It is argued that adult education programs aimed at lower income groups may be most successful if the whole group is recruited and the ultimate goals are community development and rank mobility of the group.