Women, Welfare & Mandated Education: An Analysis of Single Mothers' Meaning of Learning and Its Relevance to Successful Programming.

Autor/in	Baird, Irene C.
Titel	Women, Welfare & Mandated Education: An Analysis of Single Mothers' Meaning of Learning and Its Relevance to Successful Programming.
Quelle	(1995), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Adult Basic Education; Adult Learning; Compulsory Education; Economically Disadvantaged; Educational Attitudes; Educational Research; Employment Programs; Federal Legislation; Mothers; One Parent Family; Policy Formation; Student Attitudes; Welfare Recipients; Womens Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adulte education; Adult training; Schulpflicht; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Bildungsforschung; Pädagogische Forschung; Employment program; Employment programme; Employment programmes; Beschäftigungsprogramm; Bundesrecht; Mother; Mutter; Single parent family; Ein-Eltern-Familie; Politische Betätigung; Schülerverhalten; Sozialhilfeempfänger; Sozialhilfeempfängerin; 'Women''s education'; Frauenbildung
Abstract	A study analyzed how a group of single welfare mothers, heads of households mandated to participate in a preemployment program with an educational component, viewed learning. Welfare policy makers assumed a highly illiterate population whose "deficiencies" would be remediated through participation in existing, voluntary basic education. Studies indicated, however, that a majority of such programs were not preparing the women for job entry. Because success was often contingent on the program itself, interaction between participants and staff, and participants' perceptions and expectations based on past school experiences, the sociology of education provided the theoretical framework. Research was conducted within the qualitative paradigm with 16 welfare mothers in a mandated educational program who agreed to indepth interviews. Five themes emerged: significance of the caring teacher; desirable learning environment; match of instruction to learning ability and preference, enhanced self-esteem, and distinction between kinds of learning. Test results confirmed learning success for the studied group. However, conflict theory remained applicable, since assumptions about their "deficiencies" prescribed policy mandates without attention to what meaning these women give to learning. (Contains 14 references.) (Author/YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01