Abstract
The adult learner population attending higher education has been on the rise for decades and is continuing to exceed expectations in regards to enrollments. However, today's higher education institutions still cater to traditional age learners when creating and delivering curricula. By incorporating social justice courses into the curriculum, institutions of higher education could play a role in transforming adult learners' identities and sense of self. This research investigated the impact of a social justice curriculum on the identities of adult learners enrolled in higher education. Major findings include the shared characteristics of adult learners, adult learner's established sense of self, and the complex connection between the adult learner and the personal and academic connection to social issues. Keywords: Adult learner; social justice; curriculum; transformative learning; identity; social issues.
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