Kelsey is a 30-year-old recent graduate of Douglas J. Aveda Institute Cosmetology School. Before entering the world of cosmetology as an adult learner, Kelsey earned her Bachelor of Arts in Apparel and Textile Design from Michigan State University and spent many of her post-grad years working in commercial fashion design in New York and Detroit. When I asked Kelsey about her work in the textile and fabric field, she noted that it was very corporate and rigid, and she felt the work was not as creative as she would have liked and the time spent in these corporate roles reminded Kelsey of being in school, where she never felt that she thrived.
Growing up, Kelsey struggled with learning in public school settings. As an adult, she received an ADHD diagnosis, but as a teenager, she never understood why school was so hard. School was better, Kelsey noted, when she was able to engage in a hands-on activity, such as a science lab experiment, art class, or even writing in an English class. These tactile activities empowered her learning and guided her undergraduate studies in the arts. Kelsey did not think of herself as privileged in high school or college and admitted to feeling behind her peers in classes and “not like the smartest” person in the room; however, in cosmetology school, she was different from most of her peers that either started the program right out of high school or were adults that had begun building families and came to their education later in life. Kelsey described her cosmetology classmates as being in awe of her having lived in New York and working a corporate job while balancing cosmetology school; to many of her classmates, she seemed like someone who had it all together, and Kelsey acknowledged that her undergraduate degree and career allowed her to be a better student, having already developed time management and communication skills as a professional.
Cosmetology school requires 1,500 hours to complete “a thorough education in the practical and theoretical skills needed to provide services to the public.” (How Long Is Cosmetology School in Michigan? | Douglas J Aveda Institute, n.d.). Kelsey explained that this breaks down to about 350 hours spent participating in classroom lectures, taking quizzes and tests, and practicing skills through hands-on activities with mannequins. Students earn their remaining hours by taking clients on the salon floor and working under the supervision of teachers. Once students have reached the point where they take clients, there is a weekly theory day. This theory day allows students to take a break from clients, reflect on their practice and craft, and dive further into anatomy, the muscular system, and hair chemistry. Knowing that Kelsey’s preference in learning styles was a more hands-on approach, I asked how she felt about these theory days, and she explained that she appreciated taking a break from working on clients and that, depending upon the educator, the days could be pretty beneficial.
Before enrolling, Kelsey researched the cosmetology industry and learned about some of the failures in cosmetology education before going into the field. “The cosmetology industry is predatory, particularly to young women. It is owned by corporations, making money off of students, who are paying to be there and who are also performing services for the corporation without pay.” Many of Kelsey’s educators were so overwhelmed with the students that they had to oversee that she often performed services with little oversight. Perhaps the most fundamental component of her program, mentorship, was usually a low priority for her educators. Kelsey has many frustrations with her cosmetology education: the programs are outdated, expensive, and inconsistent. While the curriculum changes to adapt to our society’s ever-changing beauty standards, some cohorts may learn different material than others, and no two cosmetology educations can be the same.
Post-cosmetology school, Kelsey is currently working as an assistant at a Detroit-based studio. She expects her assistantship to last a year. During this assistantship, most of her learning is watching her mentor work and teach techniques and skills. Kelsey can take a client once a week. Kelsey noted that while mainly working unsupervised at Aveda, she developed many bad habits that she has to unlearn. While Kelsey wishes to have more hands-on practice again, she acknowledges that she is learning the most right now, working one-on-one with a mentor. “Sometimes, I wish [my mentor] would just let me cook, but I’m learning so much from here,” Kelsey joked as we wrapped up our interview.
My conversation with Kelsey reminded me of our course readings in Adult Learning: Linking Theory and Practice; in scenario one, there is an adult educator for a “How to Figure Your Own Income Taxes.” The adult educator takes no interest in the learner’s existing knowledge or questions and instead, starts talking about what the educator deems most important. (Merriam & Bierema, 2014, p. 48). Some of the flaws in Kelsey’s cosmetology program have to do with the corporation determining the curriculum, overwhelming the educator, and ultimately not considering the existing knowledge that learners may bring.
Kelsey’s cosmetology school experience highlighted the problems with a one-size-fits-all approach that can be found in some adult education programs. By prioritizing corporate interests and a standardized curriculum, the program fell short and left Kelsey with an incomplete education through mentorship upon graduation. A more learner-centered approach would acknowledge adult students’ diverse experiences and learning styles. Adult learners, like Kelsey, often bring so much life experience to the classroom. With a stronger emphasis on mentorship, educators can embrace this potential and create a more meaningful and effective learning experience that includes hands-on practice and opportunities for individualized feedback.
An adult education program can only be successful when it empowers its learners to achieve their goals and reach their full potential. When adult educators shift from standardized instruction to a more individualized approach, we can create a more effective system that benefits all adult learners.
References
How Long is Cosmetology School in Michigan? | Douglas J Aveda Institute. (n.d.). Douglasj.edu.
Merriam, S. B., & Bierema, L. L. (2014). Adult Learning: Linking Theory and Practice (1st ed.). Jossey-Bass, a Wiley Brand.