Adult Education and the Health Literacy of Hispanic Immigrants in the United States

ABSTRACT

Discussion on the advantages of integrating health literacy into adult education has primarily been theoretical and conceptual. There is a need for studies that assess the impact of adult education on health literacy. This study implemented a quasi-experimental design to explore whether basic adult instruction may constitute a venue for improving health literacy among Spanish-speaking immigrants. Participants included adults in a High School Equivalency program in a US-Mexico border community who received either a standard GED curriculum or a GED curriculum enhanced with health literacy content. The Short Spanish TOFHLA was used to measure health literacy. While S-TOFHLA scores and health literacy levels improved in all participants, no statistically significant differences were observed across groups. Results are consistent with recommendations supporting adult education as a strategy for improving health literacy.

KEYWORDS:

• Adult education
• Latino immigrants
• Spanish speakers
• High School Equivalency
• border community

Funding

This study was supported in part by the University of Texas at El Paso College of Education through intramural research funds to Francisco Soto Mas.

Additional information

Funding

This study was supported in part by the University of Texas at El Paso College of Education through intramural research funds to Francisco Soto Mas.