Abstract
Women’s workforce and higher education participation have increased in the past 30 years. This article reviews the literature on women in Adult Learning from 1989 through 2022. Key findings include that women were portrayed as marginalized, deficient, learners, educators, juggling social roles, and resilient. Various positionalities marginalized women, including gender, race, class, ethnicity, immigrant status, and religion. The intersection of positionalities affected women’s lives. Findings have implications for researchers and practitioners.
Published Version
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