CONGRESS AND UNIVERSITY ADULT EDUCATION AN APPROACH TO INTERPRETING THEIR RELATIONSHIP

Adult educators have sought general financial support from the federal government in order to broaden their programs beyond the strictures of an "enrollment economy. " On the other hand, Con-gress has authorized only categorical support within the historical pattern of contract-for-services. What, then, is the extent of federal control of education supported by the federal government? Frequently, federal control is equated with the level of federal financial support. This paper proposes an alternative approach to examine this question. It develops and demonstrates the use of a role definition approach to interpreting the immediate influence of Congressional decisions in authorizing categorical support on the administration of a federally supported university adult education program. It identifies some characteristics of the context within which Congressional decisions were made that suggest Congress ’ more stable perceptions of an appropriate definition of educational administrative roles. On the basis of Congress ’ defini-tion of roles, educational administrators may better decide whether to participate in federally supported programs. Recognizing Con-gress ’ perceptions helps anticipate the likely nature of future legis-lation authorizing federal support for university adult education and can help guide the participation of educational interest groups in the national legislative process