The purpose of this study is to show how sociological theory, and in particular reference group theory, may be incorporated into theoretical developments within the field. It is argued that variations in participation in the various voluntary adult education programs may be understood in terms of each program's socio-cultural content and socio-economic effect. To illustrate this thesis an examination-oriented adult education program, Higher Secondary Education for Adults, is used. It is argued that participation is partially a result of an appropriate normative reference group orientation and partially the result of a comparative reference group orientation that creates a sense of relative deprivation.
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