Heterogeneous Effects of Child Development Accounts on Savings for Children’s Education

We examine effects of Child Development Accounts on savings for postsecondary education in a statewide experiment (N = 2,677), which automatically opened state-owned college savings accounts for treatment-group children, and encouraged their caregivers to open and save in participant-owned college savings accounts. The experiment achieves universal participation for children in the treatment group; almost all treatment-group children hold an account with more than $1,000 in college assets. Treatment participants we expect would hold their own participant-owned accounts without the intervention have $395 more in savings than their counterparts in the control group; those who are motivated by the intervention to hold a participant-owned account have mean deposits of $888. Those who are motivated by the intervention to save have mean deposits of $1,826. The intervention reduces the socioeconomic disparity in asset accumulation for children. The program has the potential to promote asset building for children’s education.     

‘If the Social Worker had Called at Least it Would Show they Cared’. Young Care Leaver’s Perspectives on the Importance of Care

Young people leaving local authority care are frequently discussed in terms of being socially excluded and having ‘poor life outcomes’. In terms of educational achievement, employment and involvement in the criminal justice system, those with an experience of the care system fare the worst. Within the context of these poor outcomes, the Government Green Paper ‘Care Matters’ has emerged. However, the Green Paper’s outcomes framework for looked after children’s well‐being risks simplifying the complex nature of children’s experiences and needs. It is children’s experiences of care, both before entering the care system and whilst growing up within the care system that shapes their well‐being and their life outcomes. The basis of improving children’s outcomes should include listening to and understanding what children need from the care system. This knowledge helps to develop an understanding of how failings within the care system are experienced by children in care and how these experiences are subsequently translated into negative outcomes for young care leavers. Drawing upon qualitative, empirical data, this study aims to explore young care leavers’ experiences of care. Through this, the extent to which feelings of care shape self esteem and a sense of self will be explored. Finally, this study will outline themes of trust and stability in the provision of care services and how these can shape positive outcomes for care leavers.     

Ethnische Bildungsungleichheit zu Schulbeginn

The present paper aims to explain ethnic educational inequality upon starting school, it considers as an example the children’s school readiness, and focuses on preschool attendance as a main determinant. The start of the children’s school career is mainly presumed to be influenced by the skills acquired in their preschool years. On the basis of the data of the school entrance examination of the City of Osnabrück for the years 2000 to 2005, ethnic differences at the end of their preschool time can be detected. These differences still persist when controlling for family background. However, when the duration of preschool attendance is taken into account, the ethnic effect on school readiness decreases, disappearing completely when additionally controlling for the children’s cognitive and linguistic skills. Further analyses show that preschool attendance affects school readiness both directly and indirectly (via cognitive and linguistic skills). The results emphasize the relevance of preschool attendance within the framework of preschool education.     

Girls' education and their change of attitudes: a case from Sudan

This study examines the association of girls' education and changes in attitudes and other socioeconomic changes in Sudan. Data were obtained from in-depth interviews, structured questionnaires, and secondary data among 810 educated Sudanese women who lived in the Central and Eastern Regions. Women responded to 10 opinions about the status of women. Findings show a significant association between level of education, even at the lowest levels, and the attitudes held by women. Women held relatively positive attitudes toward social change and economic development. Level of education was highly significantly associated with holding a view of educated women working. 54.1% of secondary school leavers agreed and 92% of well educated women disagreed with a family's objection to women having a job. 57% of secondary school leavers agreed that it is essential to give up work in order to care for family; however, 96% of postgraduates disagreed. 74% of respondents were indecisive, of which 44% were secondary school leavers and 2% had postgraduate degrees. Decisiveness increased with level of education. Only 32.6% of secondary school leavers agreed that most of a woman's time should be spent on family responsibilities. 100% of the highest educated women and 40% of secondary school leavers disagreed that women should take part-time work. 96% of postgraduate women disagreed and 73.6% of secondary school leavers agreed that women should not feel obligated to work after training. Employment was highly influenced by level of education. 83% of single women and 76% of married women agreed with using contraception. Rural women tended not to support women working and using contraceptives. Younger women were less traditional in their attitudes. Postgraduates came from families with high levels of income.     

Learned Labels Shape Pre‐speech Infants’ Object Representations

Infants rapidly learn both linguistic and nonlinguistic representations of their environment and begin to link these from around 6 months. While there is an increasing body of evidence for the effect of labels heard in‐task on infants’ online processing, whether infants’ learned linguistic representations shape learned nonlinguistic representations is unclear. In this study 10‐month‐old infants were trained over the course of a week with two 3D objects, one labeled, and one unlabeled. Infants then took part in a looking time task in which 2D images of the objects were presented individually in a silent familiarization phase, followed by a preferential looking trial. During the critical familiarization phase, infants looked for longer at the previously labeled stimulus than the unlabeled stimulus, suggesting that learning a label for an object had shaped infants’ representations as indexed by looking times. We interpret these results in terms of label activation and novelty response accounts and discuss implications for our understanding of early representational development.     

Heteroglossia in text‐messaging: Performing identity and negotiating relationships in a digital space

This article uses Bakhtin's concept of heteroglossia to explore how linguistic repertoires are exploited in the performance of identity and management of relationships through text‐messaging. The study focuses on text‐messages sent and received by ‘Laura’, a middle‐class woman who has returned from university to her family home in rural England. Qualitative analysis of Laura's texted exchanges, informed by quantitative corpus data and ethnographic interview, details the role of heteroglossia as Laura and her interlocutors position themselves in relation to each other and negotiate differences in gender, class, education, past experience, and personal aspiration. The study shows how heteroglossia can emerge even in interactions between individuals from similar backgrounds with largely shared language resources, and highlights the need for sociolinguistic studies of linguistic repertoire to consider the part that digitally‐mediated linguistic resources play in individuals’ wider identity projects.     

How do economic downturns affect welfare leavers? A comparison of two cohorts

Early welfare reform research showed high rates of employment for TANF leavers. However, work-focused welfare may not be effective during an economic downturn. We investigate the employment of Wisconsin TANF leavers, contrasting outcomes among early leavers (1998) with those who left during the 2001 recession. We use data from administrative records on about 6000 welfare leavers, tracking quarterly employment for 3 years after they left benefits. Separate panel data analyses of those exiting in two different time periods show that individual leavers are less likely to be employed when their local unemployment rate is high in the later cohort; no relationship is found for the early cohort. In a panel analysis in which the cohorts are combined, we find that leavers in the later cohort, who experienced the recession early in their post-welfare career, are less likely to be employed, a result that holds controlling for observed and unobserved characteristics. These findings raise questions about how well single-parent families and their children will fare during difficult economic times now that welfare reform has such a strong emphasis on work.     

Care leavers as helpers: Motivations for and benefits of helping others

Much of the attention concerning youth in care focuses on the ways they are being helped and supported. This study focuses on the motivations and experiences which lead youth in care to assume a helper role, the meaning they ascribe to such a role and the benefits consequently gained. The study sample consisted of 28 Israeli and German care leavers, aged 18–26, who had begun, were about to begin or had already finished higher education. The results show various motivations for assuming a helper role e.g. socialization through early parental roles within biological families, modeling by significant others, and exposure to pro-social values and opportunities for volunteering within the care systems. The ways that these young people support others vary. Some volunteer within their communities, some support members of their family of origin, and others integrated the idea of supporting others into their career choice. According to these young people, assuming a helper role provided a strong sense of purpose in life and contributed to their self-efficacy, social connectedness and ability to cope with their adverse past. In particular, supporting others seems to reflect care leavers' wish to lead a normal life.     

Crisis and Disaster Counseling: Lesson Learned from Hurricane Katrina and Other Disasters

Social work education has a major role in preparing social workers to engage in policy practice intended to impact policies which can affect the well-being of their service users and address social problems. Legislative advocacy is one of these strategies. This article describes and evaluates an innovative 4-day intensive course on legislative advocacy for MSW students from two schools of social work, which took place within Israel’s parliament and drew upon elements of active and experiential learning. The evaluation study was based on a nonequivalent comparison group design with pretest (a month before the course)–posttest (4 months after the completion of the course) measurements. The study group consisted of the 29 students who participated in the intensive course while the comparison group consisted of 33 students who did not. The study, which employed quantitative tools along with open-ended questions, revealed that the course succeeded in accomplishing some of its desired outcomes. Compared to a group of their peers, the course enhanced the participants’ knowledge on the parliament and on legislative advocacy, their political interest, their perceived legislative advocacy skills, and the likelihood that they will engage in legislative advocacy in the future.     

Leaving Care with “Cultural Baggage”: The Development of an Identity within a Transnational Space

Abstract

The transition from care is a critical phase for care leavers in general, and even more complex for those who have arrived in Sweden as unaccompanied minors and belong to an ethnic minority group. The aim of this article is to examine unaccompanied minors' experiences of leaving care, and to explore the experience in relation to perceptions about ethnicity and culture within a transnational space. Interviews were completed with 11 care leavers who had been received in Sweden as unaccompanied minors. The results show that these young people have to deal with multiple adjustments. Conquering obstacles as care leavers involves not only resolving general issues such as reintegration into society, but also adjustment to perceived and created views of how to become Swedish. From the young people's point of view, this seems to be necessary to make a successful transition from care into adulthood.     

Dealing with the Dilemmas: Integration at the Street‐level in Norway

In Norway, as elsewhere in Europe, the debates about immigration, increasing cultural diversity and the need for integration, are heated and polarised. For welfare state workers and institutions, the perceived task and challenge of integration has to a large extent been to both provide space for cultural diversity and to promote social equality through participation in the labour market, education, and civil society. Amidst all this ongoing debate, a large number of people deal with these issues as a part of their daily work. This paper focuses on the dilemmas such street‐level bureaucrats, or diversity workers, encounter in their work with refugees, immigrants and their children. Most of all, it explores the strategies they have developed to handle such situations. Street‐level bureaucrats have a range of strategies to get around integration dilemmas, which are presented here as five distinct response repertoires. The analytical construction of these repertoires is useful because it provides us with a tool to describe and understand what is going on when policies are translated into institutional practices. It shows how public sector employees are handling the everyday dilemmas that policy does not provide the solutions for. Finally, this analysis of repertoires can also be useful in thinking normatively about what kinds of strategies particular institutions ought to nurture and how they can achieve this.     

The experience of Jordanian care leavers making the transition from residential care to adulthood: The influence of a patriarchal and collectivist culture

The problems faced by young people leaving care to join the adult world are well-known. The present study adds to the current body of research on the subject by exploring the post-care experiences of young Jordanian care leavers. Forty two care leavers were interviewed, thirteen of whom also took part in a focus group. The interview data were analysed qualitatively. Jordanian care leavers described many experiences similar to those reported by young people leaving care in other countries including struggles to continue education, find accommodation, secure employment, and cope financially. Of particular interest was the more specific finding that the cultural values of patriarchy, family life, and collectivism characteristic of all Arab countries had a deeply pervasive impact on many of the care leavers' post-care experiences. The reasons that brought the young people into care, and the lack of family that most experienced upon leaving care, increased the risk of them being stigmatised. For many, managing their post-care identity in a patriarchal, family-based culture proved difficult and stressful. Although some care-leavers did receive exceptional, albeit informal support from friends and employers, the challenges faced by the care leavers were often exacerbated by the cultural values explicit in a society that is patriarchal, family-based and honour-bound. The policy and practise implications of these findings are briefly acknowledged.     

Metrolingual multitasking and spatial repertoires: ‘Pizza mo two minutes coming’

Drawing on data from two restaurants in Sydney and Tokyo, this paper describes the ways in which linguistic resources, everyday tasks and social space are intertwined in terms of metrolingual multitasking. Rather than the demolinguistic enumeration of mappable multilingualism or the language‐to‐language or language‐to‐person focus of translingualism, metrolingualism focuses on everyday language practices and their relations to urban space. In order to capture the dynamism of the urban linguistic landscape, this paper explores this relationship between metrolingual multitasking – the ways in which linguistic resources, activities and urban space are bound together – and spatial repertoires – the linguistic resources available in a particular place – arguing that a focus on resources, repertoires, space, place and activity helps us understand how multilingualism from below operates in complex urban places.     

‘He enjoyed it more than I did’!: young British Sikh women negotiating safe sex in heterosexual encounters

ABSTRACT

Sex education and relationship strategy of the U.K. allows parents to withdraw their children from sex education, which has left many young people especially those from Black Minority and Ethnic communities with low or no sex education. Similarly, the government's policy environment enables faith schools to teach these subjects under the tenets of their faith. This empirical research was carried out in South-West London using 12 qualitative interviews with women and men (ages 18–20 years) discusses young women's experiences of their first sexual encounter who navigate their reputations, relationships as well as negotiate safe sex in the absence of appropriate relationships and sex education. Sex education not only brings into focus sensitivities around gender but also tensions around religion in the U.K. Evidence from the study suggests that despite the importance placed by the Indian community on maintaining virginity, young women asserted that religion and culture did not prohibit them from exploring their sexuality. In this study, the priority is to present young women's voices and experience of sexual encounters.     

Opportunities and challenges in secondary education for blind/vision-impaired people in the Republic of Ireland

Until comparatively recently blind/vision-impaired young people were generally assigned to particular education settings based on their impairment. Restructuring of the education system commenced in the Republic of Ireland in the 1990s, resulting in significant changes in special education including a language of inclusive education within policy initiatives. In the research upon which this article is based, the educational experiences of blind/vision-impaired people, the factors that impacted on these experiences and how these facilitated or inhibited their future opportunities were the primary foci for the study. This article explores the themes of how the post-primary school curriculum was experienced by blind/vision-impaired students and their future expectations and aspiration. In terms of policy development and practice, it is paramount to ensure both effective curriculum participation and transition opportunities are enabled rather than disabled for these students.     

Found in Transliteration: Translanguaging and the Polyvocality of Xiqu Centre

This article illustrates how the linguistic‐anthropological notion of axes of differentiation can illuminate translanguaging practices. Through an analysis of media texts, it explores the ways in which multilingual Hongkongers draw on their semiotic repertoires to make sense of Xiqu Centre as the English name of the recently inaugurated center for traditional Chinese theater in their city. Against the backdrop of different axes of differentiation, supporters and detractors contrast the Putonghua word xìqǔ “traditional Chinese theater” with its equivalents in English and Cantonese respectively, thereby arriving at diametrically opposed interpretations of the name. While many detractors engage in interpretive practices that challenge the discreteness of linguistic systems, others who use their multilingual knowledge to criticize the name appeal to ideologies of linguistic purism. To fully understand multilinguals’ production and interpretation of signs, we need to examine not only communicative practices that disrupt language boundaries but also those practices that do not.     

Understanding Care Leavers in Russia: Young People's Experiences of Institutionalisation

Abstract

Care leavers in Russia represent one of the most disadvantaged groups in society. However, they have rarely been the focus of welfare policy debate and they receive little or no support in their independent living. This paper presents the findings of a survey of Russian care leavers. The emphasis is on care leavers' experiences of the Russian institutional care system, and the issues that impacted on their postcare transition to adulthood. A number of factors were found to influence the wellbeing of care leavers, including placement instability, institutional isolation, poor education, stigmatisation of care leavers, relationships with “houseparents”, and supportive and often challenging friendships. Findings are discussed in relation to debates about the degree and nature of institutional care of children in Russia and elsewhere.     

How parents decide to participate and save in their children's asset-building accounts: Implications for practice, policy, and theory

Asset-based social welfare programs focus on helping low to moderate income citizens accumulate wealth in the form of home ownership, savings, small businesses, and higher education. Individual development accounts, savings accounts in which account holders' deposits are matched, are a vehicle often used in these programs. In a national demonstration of children's savings accounts (individual development accounts for children) parents participated in focus groups to discuss how they decided to enroll in this asset-building program, how they decided to open accounts for their children, and how they saved in these accounts. Findings from this study have implications for assetbuilding policy and practice, and institutional theories of saving.