Transitions to Engagement among Low-Income Cohabiting African American Couples: A Family Perspective for Policy

Autor/inn/en	Chaney, Cassandra; Monroe, Pamela
Titel	Transitions to Engagement among Low-Income Cohabiting African American Couples: A Family Perspective for Policy
Quelle	In: Journal of Family Issues, 32 (2011) 5, S.653-678 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-513X
DOI	10.1177/0192513X10390860
Schlagwörter	African Americans; Marital Status; Low Income; Marriage; Welfare Services; Laws; Interpersonal Relationship; Children; Interviews; Coding; Qualitative Research; Public Policy; Social Attitudes + Suchen Sie Ihr Suchwort? Afroamerikaner; Familienstand; Niedriglohn; Ehe; Fürsorgeeinrichtung; Law; Recht; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Child; Kind; Kinder; Interviewing; Interviewtechnik; Codierung; Programmierung; Qualitative Forschung; Öffentliche Ordnung; Social attidude; Soziale Einstellung
Abstract	With passage of the Welfare Reform Law of 1996, various national, state, and local programs were created to encourage marriage, particularly among low-income African American cohabiting couples with children. However, policy makers know little about the deterrents to marriage for members of this group. More specifically, there is a lack of data that address the narrative responses of low-income, cohabiting African Americans regarding their desire for and barriers to marriage. To address this paucity, interviews were conducted with 30 low-income African American couples to explore their marital status, their plans for marriage, as well as their perceived barriers regarding marriage. Using qualitative coding and analysis, implications and recommendations regarding how policy makers and programs can best encourage marriage, "if it should be encouraged," among low-income African American couples, are also provided. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10