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Articles 1 - 9 of 9
Full-Text Articles in Social Work
College Access For Undocumented Students And Law, Jessica C. Enyioha
College Access For Undocumented Students And Law, Jessica C. Enyioha
Educational Considerations
There are over 32 million undocumented immigrants in the United States and of this population, over 1.5 million are children (Palmer & Davidson, 2011). These children grow up in the US, achieve primary and secondary education, and when they are ready to pursue postsecondary education, it becomes harder for them to achieve. In this paper, undocumented students’ access to postsecondary education in the US is examined: laws that affect their access to postsecondary education, previous cases on access to education for undocumented students, and the difficulties undocumented students often encounter when pursuing postsecondary education are discussed and analyzed. Best practices …
Managing The Polarities Of Democracy: A Theoretical Framework For Positive Social Change, William J. Benet
Managing The Polarities Of Democracy: A Theoretical Framework For Positive Social Change, William J. Benet
Journal of Sustainable Social Change
People around the globe have embraced democracy to bring about positive social change to address our environmental, economic, and militaristic challenges. Yet, there is no agreement on a definition of democracy that can guide social change efforts. The Polarities of Democracy model is a unifying theory of democracy to guide healthy, sustainable, and just social change efforts. The Polarities of Democracy model consists of ten elements, organized as five polarity pairs: freedom & authority, justice & due process, diversity & equality, human-rights & communal-obligations, and participation & representation. In this model each element has positive aspects and negative aspects and …
Parental Assets: A Pathway To Positive Child Educational Outcomes, Michal Grinstein-Weiss, Yeong Hun Yeo, Kate Irish, Min Zhan
Parental Assets: A Pathway To Positive Child Educational Outcomes, Michal Grinstein-Weiss, Yeong Hun Yeo, Kate Irish, Min Zhan
The Journal of Sociology & Social Welfare
A growing body of evidence suggests parental assets have positive effects on children's well-being. Using 2004 data from the Survey of Income and Program Participation, this study tests the effect of parental asset holding on child educational outcomes, and explores whether parental involvement and expectations mediate this relationship. Results indicate that assets are a significant predictor of all child academic outcomes of our study; however, income is not a significant predictor for school outcomes when controlling for assets. The mediation analyses show the effect of assets on school outcomes is mediated by two of the three parenting measures: parental expectations …
Promoting Positive Outcomes For Healthy Youth Development: Utilizing Social Capital Theory, Julie Anne Laser, George Stuart Leibowitz
Promoting Positive Outcomes For Healthy Youth Development: Utilizing Social Capital Theory, Julie Anne Laser, George Stuart Leibowitz
The Journal of Sociology & Social Welfare
This article discusses the central tenets of the theories of social capital, which include exchanges, trust, obligation, bonding, bridging, and issues concerning the marginalization of certain groups. Included is an exploration of the limitations of the approaches of the key theorists, followed by the presentation of a theoretical framework and model of the development of social capital among youth. Additionally, the article discusses the relevancy of social capital for social work practice.
Economic Well-Being Of Single Mothers: Work First Or Postsecondary Education?, Min Zhan, Shanta Pandey
Economic Well-Being Of Single Mothers: Work First Or Postsecondary Education?, Min Zhan, Shanta Pandey
The Journal of Sociology & Social Welfare
This article investigates the relationship between single mothers' education and their economic well-being. Through the analysis of the 1993 Panel Study of Income Dynamics (PSID) data, we examine the effect of education on a sample of White and African American single mothers. The results indicate that past work experience is a weak predictor of current economic well-being. Having education, particularly postsecondary education, on the other hand, significantly improves their economic status. The results challenge the "work-first" approach to alleviating poverty and provide more support for designing policies to develop human capital.
Early Education Experiences & School-To-Work Program Participation, Richard K. Caputo
Early Education Experiences & School-To-Work Program Participation, Richard K. Caputo
The Journal of Sociology & Social Welfare
This study assesses the effects of Head Start participation and demonstrated academic ability during elementary school on School-to-Work (STW) program participation. The study sample comes from the National Longitudinal Survey of Youth, 1997 Cohort and comprises 4,370 adolescents who reported grades they received while in the 8th grade and whether or not they ever repeated a grade in grammar school. Findings indicate that STW programs attract disproportionate numbers of students with histories of marginal demonstrated academic ability. This is so because STW programs are also more likely to attract Head Starters. Demonstrated academic ability varies by race/ethnicity and sex, with …
Head Start, Other Preschool Programs, & Life Success In A Youth Cohort, Richard K. Caputo
Head Start, Other Preschool Programs, & Life Success In A Youth Cohort, Richard K. Caputo
The Journal of Sociology & Social Welfare
This study assesses the effects of Head Start and other preschool programs on five life success measures in a U.S. cohort of youth (N = 5,621). The life success indices are average annual income-to-poverty ratios, economic mobility, and number of years the youth lived in families whose incomes fell below official poverty thresholds, received Food Stamps, and received TANF/AFDC. Controlling for a variety of background and other factors in separate regression models for each life success measure, results show that youth who participated in preschool programs other than Head Start had higher average annual income-to-poverty ratios than nonpreschoolers. Bivariate findings …
Using Tanf Sanctions To Increase High School Graduation, Ronald Harris, Loring Jones, Daniel Finnegan
Using Tanf Sanctions To Increase High School Graduation, Ronald Harris, Loring Jones, Daniel Finnegan
The Journal of Sociology & Social Welfare
The School Attendance Demonstration Project (SADP) was aimed at encouraging AFDC teens to attend school and finish high school. The project used a combined approach of the financial incentive in the form of a penalty for non-attendance, and the provision of social services. SADP tracked the school attendance and graduation status of eligible teens (n=997) in the San Diego Unified School District (SDUSD). The study utilized a control group with random assignment. Data indicated that SADP did not effect graduations. The findings seem to indicate that atrisk teens from families receiving public assistance have on-going problems with securing an education …
Challenging The Proposed Deregulation Of P.L. 94-142: A Case Study Of Citizen Advocacy, James G. Mccullagh
Challenging The Proposed Deregulation Of P.L. 94-142: A Case Study Of Citizen Advocacy, James G. Mccullagh
The Journal of Sociology & Social Welfare
Public Law 94-142, The Education for All Handicapped Children Act of 1975, considered by many to be the most significant federal legislation for children in need of special education, was proposed for deregulation by the Reagan administration in 1982. This study examines actions taken by citizen advocates-consumer/advocacy/parent (CAP) organizations and groups, parents, and other advocates for exceptional children-who gave testimony in opposition to the proposed changes at public hearings held by the United States Department of Education in late 1982. The most controversial proposed rules were withdrawn on September 29, 1982, while the remaining proposed changes were not implemented. Citizen …