Promises I Can Keep: Why Poor Women put Motherhood before Marriage. Kathryn Edin and Maria Kefalas
In: Journal of sociology & social welfare, Band 33, Heft 2
ISSN: 1949-7652
12 Ergebnisse
Sortierung:
In: Journal of sociology & social welfare, Band 33, Heft 2
ISSN: 1949-7652
In: Cultural diversity and ethnic minority psychology, Band 26, Heft 3, S. 295-305
ISSN: 1939-0106
In: Journal of poverty: innovations on social, political & economic inequalities, Band 23, Heft 1, S. 21-43
ISSN: 1540-7608
In: Journal of sociology & social welfare, Band 36, Heft 1
ISSN: 1949-7652
In: Families in society: the journal of contemporary human services, Band 89, Heft 2, S. 208-218
ISSN: 1945-1350
Demographic shifts have lengthened the transition to adulthood and altered home-leaving patterns. Though all emerging adults are affected, little research has examined the experience of poor youths in this context. Using The National Survey of Families and Households, this study examined age of home leaving, repeated home leaving, and exit destination (N = 1,517). Poverty was related to these patterns. Young adults who experienced childhood poverty or public assistance were less likely to leave for school; those who experienced poverty were less likely to ever leave or experience repeated home leaving; and those with a public assistance history were more likely to leave early. These emerging adults may require assistance to transition out of the home and transition to school.
In: Communities, Neighborhoods, and Health, S. 127-143
In: Journal of poverty: innovations on social, political & economic inequalities, Band 18, Heft 3, S. 275-298
ISSN: 1540-7608
In: Advances in social work, Band 21, Heft 2/3, S. 934-953
ISSN: 2331-4125
Driven by our code of ethics and our call to reckon with our embeddedness within a white supremacist institution in the US South, the UNC-Chapel Hill School of Social Work re-visioned our approach to the MSW curriculum. Using case study methods, we trace our history and on-going work through interviews, document review, and community conversations, centering student voices. Students interviewed spoke about activism prompted by racist events on campus and nationally, and the inadequate response from the administration. Their efforts led to school-wide initiatives including curriculum shifts and accountability and action. The first-year generalist course, Confronting Oppression and Institutional Discrimination was restructured and resituated. Critical Race Theory was infused across the coursework. Two new working groups were created: The Anti-Racism Task Force and Reconciliation Standing Committee. Efforts to address racism and white supremacy in academic spaces require sustained activism to expose how racism is embedded within our institutions. While much work remains in the practice of becoming an antiracist institution, this model can serve as a prototype for others as they work to create programs that are site-specific and universally reflective of the institutional changes we need.
In: Administration in social work: the quarterly journal of human services management, Band 33, Heft 1, S. 105-126
ISSN: 0364-3107
In: Journal of sociology & social welfare, Band 42, Heft 4
ISSN: 1949-7652
In: Administration in social work, Band 33, Heft 1, S. 105-126
ISSN: 0364-3107
In: Journal of sociology & social welfare, Band 33, Heft 1
ISSN: 1949-7652