Welfare and Work: Complementary Strategies forLow‐Income Women?

We examine the effects of mothers' strategies of combining employment and welfare receipt during the first 3 years of their child's life on the child's cognitive development, behavior problems, and home learning environment at ages 5 to 6. We compare the child outcomes of those mothers who were continuously employed and received no welfare with (a) those who worked some or all of the 3 years and also received public assistance and (b) those who were totally dependent on public assistance. We studied children in single‐parent families (N= 1271 ) living below 200% of the poverty threshold using data from the National Longitudinal Survey of Youth—Child Supplement. No negative association was found on most child outcomes with a mother's employment whether or not it was combined with public assistance. However, mothers' not working at all and receiving financial support solely from AFDC was associated with negative child outcomes. We discuss the implications of these findings for the possible effects of the new welfare laws on families and young children.     

Wall‐to‐Wall or Patchwork? Linkages: Vehicles of Partnership

Career development services are often poorly interlinked. They overlap, yet they can also be too far apart. They reach out, yet they do not always reach out to those who need the services the most. With examples from Denmark, this article indicates how and why career development services are linked in partnerships at different levels. Is a wall‐to‐wall carpet of career development services to be preferred over a patchwork quilt?     

Scholarly Productivity of Social Work Faculty at Historically Black Colleges and Universities: Are h-Index Scores a Suitable Measure?

Faculty scholarship at historically Black colleges and universities (HBCU) has in the past served as a blueprint for the Black masses. Even today, HBCU faculty scholarship continues to be an informative source to communicate accurate information regarding marginalized groups. This study examines h-index scores of 65 faculty members at five doctorate-granting schools of social work. The majority of calculated h-index scores were considered to be low in terms of productivity. We make the argument that these scores are not a good measure of productivity because of the problematic nature of their use to evaluate HBCU faculty. Implications for future research, practice, and teaching are presented.     

Enough Time for Housework? Low‐Wage Work and Desired Housework Time Adjustments

Although studies examine preferences for hours spent in paid employment, little attention has been given to preferences for hours spent in unpaid household labor. This study examines the extent to which women working in low‐paid retail jobs would prefer to spend more or less time on household work and how alignment between preferred and actual time on housework is related to characteristics of paid work. Using original survey data and company records on a sample of women working at a U.S. retail firm (N = 277), the authors found that mismatch between preferred and actual time on household work was common. Roughly 42% wanted more time on household work and 18% wanted less. Working multiple jobs, work schedule unpredictability, and nonstandard work timing contributed to wanting more time on housework. Findings add to understanding of how low‐wage, precarious employment shapes workers' ability to attend to necessary tasks of household management.     

Transition to Grandparenthood and Job‐Related Attitudes: Do Grandparental Sex and Lineage Matter?

This study investigated the impact of the transition to grandparenthood on employees' psychological involvement in their job, attitude toward retirement, and retirement‐related hopes and concerns, taking into account sex and lineage. The participants were 152 maternal and paternal grandparents who were assessed at 2 time points (approximately 2 months before and 3 months after the birth of their first grandchild) and 76 control participants who completed the same assessments with an interval of 6 months. Both grandmothers and grandfathers were less involved in their job and had more family‐related hopes and fewer retirement‐related concerns about health, finances, and dependence than control participants. The analyses also revealed lineage effects: Maternal grandparents were less psychologically involved in their job and had a more positive attitude toward retirement, in particular fewer fears of uselessness and loneliness, than paternal grandparents.     

Culture,Context, or Conflict? Analyzing Union Attitudes in Six Rural Counties in Conservative Right‐to‐Work States

This study fills an important gap in the literature by analyzing the predictors of union attitude formation in rural, conservative, right‐to‐work states. Drawing on a survey of all licensed electrical workers in six counties in northern Utah and southern Idaho, we analyzed the impact of cultural orientation, job context, and perceived risk on union attitudes. We find that a conservative cultural orientation does not significantly predict union attitudes but job context and perceived risks of union activity do. Dissatisfaction with current working conditions and the belief that employers will oppose and retaliate against workers engaged in union activity significantly predict positive union attitudes. We consider the implications of these findings for scholarship on union attitude formation and for union organizing strategies in rural, conservative right‐to‐work contexts.     

Professional Socialization and Social Work Values: Who Are We Teaching?

Despite the centrality of values to professional socialization, the social work literature lacks an extensive exploration of the readiness of students to be socialized into the profession and taught the theoretical framework and skills for ethical decision making. This study explored the relationship between age, academic class standing, and identity development. Results indicated that the Identity Achievement status occurs later than traditional university years and correlates with age but not with academic class standing. Important implications for teaching social work values, ethical decision making, and the significance of a liberal arts foundation are discussed.     

Social Work and Social Justice: What Are We Fighting For?

Abstract

A cardinal value of social work practice is social justice. Social justice ranks as the second of five values that underpin the Code of Ethics of the Australian Association of Social Workers (AASW. However, although social work's commitment to promoting social justice is laudable and, indeed, may even be a distinguishing feature of the profession, precisely what kind of social justice does social work espouse? The answer to this question remains unclear. Views about the nature and scope of social justice stem from broader conceptions of justice that not only differ from, but may also conflict with, each other. Therefore, it is important not only for social work to be clear about the type of social justice that it currently advocates, but also to ensure that it is one that the profession seeks to defend and maximise. It is argued that the choice must be as egalitarian as possible. Indeed, it must be radically so. Otherwise, what is social work fighting for?     

Professional Distance and Social Work: Stretching the Elastic?

Abstract

Professional distance and the parallel concept of models of practice reliant on professional objectivity have been major platforms in professional education. In social work, these ideas are often seen as contentious, unreasonable and, in some cases, unrealistic. Radical, feminist and rural social work approaches, for example, suggest that the expert role is not only inappropriate, but can be counter-productive and disrespectful of the people with whom we work. Postmodern approaches call for a deconstruction of professionalism in favour of context-specific partnerships between worker and client. How can workers ensure good, professional practice within a more flexible approach to professional distance and expertise? What are the issues and how may they be resolved? Are the boundaries of the professional relationship elastic and, if so, what are the consequences for practice and the individual worker? The present article explores the notion of flexible, elastic boundaries using literature and research from radical, postmodern, feminist and rural social work approaches.     

Where Are the Children's Experiences? Analysing Social and Cultural Exclusion in 'Special' and 'Mainstream' Schools

In this paper we employ ethnographic data to illustrate that disabled children encounter discriminatory notions of 'normality' and 'difference' in both 'special' and 'mainstream' schools, and that these experiences relate to both the structural forces in schools, and the everyday individual and cultural practices of adults and children. In contrast to much of the literature in the field, this paper examines the everyday life experiences of adults and disabled children from their own perspective. We highlight disabled children's own criticisms of 'special' and 'mainstream' schools to illustrate the fluid nature of disabled children's lives within educational settings. We argue that schools will be prevented from becoming fully inclusive until adults who control schools take account of children's views of specific educational processes and until educational policy makers adopt a more nuanced multi-level approach to inclusion. Children should be enabled to challenge the structural, cultural and individual conditions which create disability.     

Age at Immigration and Scholastic Achievement in School‐Age Children: Is There A Vulnerable Age?1

This study investigates the relationship between age at immigration and educational achievement at age 14 among all the students (about 45,000) who immigrated to Israel between 1952 and 1970. The relationship is examined for verbal and nonverbal components of an achievement test, in subpopulations defined by gender and ethnic background (Western‐versus Eastern‐born children). The findings indicate a monotonic decrease in achievement as a function of immigration age starting at the age of 7. This decrease is considerably stronger for the Verbal subtest than for the Mathematical subtest, particularly in the Western group. These results refute the vulnerable age hypothesis: They support the view that the foreign language acquisition factor plays a central role in the relationship between age of immigration and scholastic achievement, and are consistent with the expectation of a monotonic decline in achievement as age of immigration increases (and length of residence decreases). Hence, when immigration involves the need to learn a new language, the drop in school achievement is likely to be particularly marked in subject areas requiring higher levels of mastery of the language of instruction. Finally, the results suggest that age 7 may represent a critical age for the scholastic achievement of immigrant students.     

Women's Work? The Relationship between Farmwork and Gender Self‐Perception

Women have long been involved in agricultural production, yet farming and ranching have been associated with masculinity and men. In recent years women have become more involved and more likely to take active and equal roles on farms and ranches and thus increasingly are doing tasks that have been associated with masculinity. Prior work indicates that women are perceived by others as more masculine when they do these tasks, but less work has focused on the association between women's involvement in farming and women's own perceptions of their gender (i.e., how masculine or feminine they feel). Using 2006 survey data from a random sample of women in livestock and grain operations in Washington State, we find that women's involvement in farm and ranch tasks is associated with their gender self‐perception, with more involvement being associated with a more masculine self‐perception. Women who view their primary role as independent agricultural producers or full partners also perceive themselves as more masculine than women who view their primary role as homemaker. We discuss the implications of these findings for women's experiences in agriculture.     

Social Work Intellectuals in the Twenty‐First Century: Critical Social Theory,Critical Social Work and Public Engagement

Frequently, observation of social work students in ‘live’ work is absent or haphazard. An overview of the key literature examines the need for observation of students during training, explores the strengths and challenges of live supervision and describes a planned process for conducting live supervision. This approach incorporates four phases: collaborative preparation for a session of direct practice; observation of the student's work by a field educator; debriefing and feedback; and the development of a plan for further learning steps. Brief vignettes are used to illustrate the process. The article is enriched by the inclusion of student comments from the evaluations undertaken after live supervision activities.     

Are the Consequences of Experiencing Discrimination the same for Immigrants of Differing Socio‐Economic Status in Japan?

Scholars have identified the negative effects of discrimination on immigrants’ well‐being by focusing on the nature of discrimination. However, whether the social status of immigrants influences the effects of discrimination on well‐being remains unclear. To answer this question, this study extends current research by focusing on how immigrants’ occupational status moderates the effects of discrimination on well‐being. Based on two sets of survey data, the results show that skilled immigrants are more likely to be negatively affected by discrimination than are unskilled immigrants. This phenomenon might be explained by the immigrants’ comparisons of discrimination experiences prior to migration. The findings suggest that to explain the mechanism underlying discrimination's negative effect on immigrants’ psychological well‐being, researchers should pay more attention to immigrants’ characteristics and their experiences before migration. The results of this study have important implications for immigration policy in Japan and other ethnically homogeneous countries, such as South Korea.     

The case for mindfulness‐based approaches in the cultivation of empathy: Does nonjudgmental,present‐moment awareness increase capacity for perspective‐taking and empathic concern?

Empathic responding, most notably perspective-taking and empathic concern, has important implications for interpersonal functioning. While empathy training approaches have received some support for a variety of populations, few extant interventions have targeted empathic responding in couples. Mindfulness- and acceptance-based behavioral approaches, for couples as a unit and/or for individual family members/partners, are proposed as an adjunct to empathy training interventions. Preliminary findings suggest that the viability of these interventions for increasing empathic responding should be further investigated, and specific suggestions for this line of research are offered.     

Do Commercial Debt‐for‐Nature Swaps Matter for Forests? A Cross‐National Test of World Polity Theory1

We present cross‐national models of forest loss from 1990–2005 that examine the impact of commercial debt‐for‐nature swaps. In doing so, we find substantial support for world polity theory that poor nations that implement these swaps tend to have lower rates of deforestation than poor nations that do not implement these swaps. We also find support for another aspect of world polity theory—poor nations with higher levels of international nongovernmental organizations have lower rates of forest loss. A number of other factors, including structural adjustment, debt service, democracy, population growth, and domestic economic activity, also predict deforestation. We conclude by discussing the findings, theoretical implications, methodological implications, policy suggestions, and possible directions for future research.     

How Are Parental Psychological Control and Autonomy‐Support Related? A Cluster‐Analytic Approach

This study addresses the hypothesis that the relationship between parental psychological control and autonomy‐support depends on how autonomy‐support is conceptualized, that is, in terms of promotion of independence or in terms of promotion of volitional functioning. Questionnaires tapping into psychological control and these two types of autonomy‐support were administered to a sample of 495 emerging adults. Cluster analysis revealed that, whereas parental promotion of independence may or may not co‐occur with psychological control, high parental promotion of volitional functioning systematically goes together with low psychological control and vice versa. Differences between clusters in terms of adjustment were mainly driven by differences in psychological control and promotion of volitional functioning and to a lesser extent by differences in promotion of independence.