A Study of Learner Autonomy Differences Among Four Ethnic Groups in Professional Education Pathways

• In Event: AERA Roundtable Session Friday 9:50 am Four Seasons Ballroom 4
  In Roundtable Session: The Role of Context in Addressing Bias in Professions Education (Table 11)

Abstract

Background: Despite increasing inclusive audiences across the pipeline through continuing education in the professions, higher education attainment gaps among ethnic groups remain. Encouraging learner autonomy is an agentic promotor for quality engagement in learning and change. We investigated whether learner autonomy differs among ethnic groups.

Methods: Using a stratified random sample (N=568), we compared the Learner Autonomy Profile V3.0 scores of subgroups by ethnicity, age, gender, domestic status, education attainment, and setting.

Results: Four ethnic groups’ responses to learner autonomy significantly differed within each subgroup based on age, gender, domestic status, education attainment, and setting.

Conclusion: The data underline the crucial role of ethnicity in understanding the psycho-sociocultural aspects of learner autonomy.

Authors

• EunMi Park, HRDE

• Gary J. Confessore, Human Resource Development Enterprises