and Sexual Orientation in Adult Literacy: Power, Pedagogy, and Programs

the powerless. ” Although estimates of the number of adults with low liter-acy in the United States vary, no one denies that these adults are primarily the working poor and public assistance recipients, and they are dispropor-tionately represented by people of color and immigrants. Moreover, the majority of adults enrolled in literacy programs are women. Thus, adult basic education (ABE) serves primarily those individuals likely to have had restricted access to opportunity and power, not only because of their socioeconomic class but also because of the dynamics of racism and sex-ism in our society. Although no figures are available on the sexual ori-entation of literacy learners, Kerka (2001) reported that gay, lesbian, bisexual, and transgender students also present issues that should be of concern to adult educators. 17 The socially constructed categories of race, gender, class, and sexual orientation not only locate individuals and groups within global, national