Abstract
This study contributes to an understanding of the motivation behind and meanings of the participation of adult migrants, based on their educational experiences within the Plazas Comunitarias program in California. Qualitative semi-structured interviews, direct observation, and a theoretical framework were conducted to guide the analysis. Making friends, learning for work, being able to help and becoming someone were the main motivations recorded. This study contributes to the scarce studies on the motivation in school education of adults and migrant adults. It demonstrates that when migrants are able to balance their time, family obligations, and financial resources, it becomes feasible to attend school and create opportunities to boost their self-esteem, and improve their social lives and living conditions. Challenges of the research include the response time to enter the Plazas Comunitarias program, and the fear of migrants to be interviewed.
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