There have been considerable research and some theoretical work on participation in adult education programs. While much of the focus has been on higher education, some attempt has been made to explain and investigate participation decisions of adult basic education (ABE) students (Beder, 1990; Beder & Valentine, 1985; Garrison, 1985). This work has generally focused on motivational factors (Boshier & Collins, 1985) and on barriers to program participation (e.g., Cross, 1981; Darkenwald & Valentine, 1985), with little attempt to differentiate nonparticipation from the participation phenomenon (Beder, 1990). The research presented in this paper is concerned with reasons for participation and dropout rather than with barriers to participation.

Considerably less attention from either a theoretical or research perspective has been given to dropout as compared to program participation, but again what is available tends to focus on higher education (Boshier, 1973; Tinto, 1975). Some theorists, such as Boshier (1973), believe that one theoretical formulation is adequate to explain both program participation and dropout. Garrison (1985), however, argues that it is important to treat dropout as a phenomenon distinct from participation. Results of sonic research such as that by Anderson and Darkenwald (1979) have Supported this position. They found that many of the variables which affected participation had little impact on persistence.

At a broad theoretical level, however, it does appear that an understanding of both participation and persistence must include consideration of the interaction between individuals and their environment. It is also clear that any theory which will adequately explain either participation or dropout must be multifaceted. This is supported by studies which have attempted to predict participation and drop out behavior (Anderson & Darkenwald, 1979; Beder, 1990; Garrison, 1990) and from those which have developed typologies of' ABE students (Beder & Valentine, 1990; Hayes, 1988). Hence, factors both inside and outside of literacy programs must be considered in any study of participation and dropout. In general, however, factors outside of literacy programs seem to be more influential in decisions not to participate or stay in literacy programs than factors within the programs themselves (Diekhoff & Diekhoff, 1984; Fitzgerald, 1984; Glustrom, 1983; Reston, 1990).