The role of adult education participation in successful aging /by Carissa Moffat Miller.

With the wave of baby boomers nearing retirement and increasing demands on the United States' healthcare system, there is growing pressure on policy makers to find ways to reduce healthcare costs. The Successful Aging Model, which suggests that individuals remain physically and mentally active and socially engaged, combined with data about the types of adult education courses taken by adults age 55 and older, provides information to utilize adult education as one way to address health issues for an aging population. The purpose of this study was to examine the sociodemographic and occupational characteristics of adults age 55 and older who took formal, work-related, and personal interest adult education courses in 2005 and 1995. Additionally, this study examined the sociodemographic and occupational characteristics of individuals who participated in four specific types of personal interest courses: technology, leisure, religion, and health. The study involved analysis of the 2005 and 1995 Adult Education National Household Education Surveys (AE-NHES). Descriptive and bivariate analysis and binomial logistic regression analysis were used to examine the relationships between the sociodemographic and occupational characteristics and each dependent variable of formal, work-related, and personal interest adult education courses in both 2005 and 1995. The models were compared for differences and similarities over the 10-year span. Additionally, the four personal interest adult education course types were analyzed for differences among participants. Descriptive and bivariate analysis as well as binomial logistic regression models were conducted for each course type and the differences among participants were compared and contrasted. The results of this study indicated adults age 60 to 80 were just as likely as individuals age 55-59 to participate in formal adult education courses; Blacks, individuals with lower incomes, individuals with less education, and those living in rural areas were significantly more likely to take religion courses; and adults age 60-69 and 75-79 were significantly more likely to take personal interest courses than individuals age 55-59. These findings provide data to help create targeted adult education delivery plans for older adults such as increased faith-based locations to reach typically underserved and at-risk populations.Thesis (Ph. D., Education)--University of Idaho, April 2009