The impact of the 1996 Welfare Reform Act on access to postsecondary education for temporary

203 Pages·2015·8.33 MB·English

by  Charlette Brown

Atlanta University Center
DigitalCommons@Robert W. Woodruff Library, Atlanta
University Center
ETD Collection for AUC Robert W. Woodruff Library
7-1-2013
The impact of the 1996 Welfare Reform Act on
access to postsecondary education for temporary
assitance to needy families recipients in Jackson,
Mississippi in 2011
Charlette Brown
Clark Atlanta University
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families recipients in Jackson, Mississippi in 2011" (2013).ETD Collection for AUC Robert W. Woodruff Library.Paper 761.
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ABSTRACT
AFRICAN AMERICAN STUDIES, AFRICANA WOMEN'S STUDIES
AND HISTORY
CHARLETTE BROWN B.A. JACKSON STATE UNIVERSITY, 1998
M.S. CLARK ATLANTA UNIVERSITY, 2005
THE IMPACT OF THE 1996 WELFARE REFORM ACT ON ACCESS TO
POSTSECONDARY EDUCATION FOR TEMPORARY ASSISTANCE
TO NEEDY FAMILIES RECIPIENTS IN JACKSON.
MISSISSIPPI IN 2011
Advisor: Dr. Josephine Bradley, Ph.D.
Dissertation dated July 2013
This study examines the extentto which the educational component ofthe 1996 Welfare
Reform Act impacted African-American TANF recipients' access to postsecondary
education in Jackson, Mississippi in 2011.
This study was based on the premise that policies withinthe legislation restrict
opportunities for welfare recipients to pursue postsecondary education as a pathway to
self-sufficiency. For welfare recipients who often believe that college is inaccessible due
to financial means, access is especially important for them. Participants in this study
were thirty-two African-American women receiving TANF benefits from the State of
Mississippi who were either enrolled in a college program or participated in thejob
readiness training supported by the Mississippi Department ofHuman Services.
A qualitative research methodology was used to analyze the data. The data revealed that
there is total consensus among the participants on the importance ofpostsecondary
education as ameasure offuture economic well-being forthemselves and their families.
Findings specifically revealed that many ofthe participants strongly believe that policies
associated with welfare reform have prevented or denied them full access to education
and that some ofthe policies should be changed.
The conclusions drawn from the findings suggest that the 1996 Welfare Act impacted
access to postsecondary education for TANF recipients in Jackson, Mississippi to some
degree; and that after 15 years ofstagnated welfare reform policies, specifically policies
associated with work requirements, TANF recipients in Mississippi are longing for better
educational opportunities that will allowthem to enjoy a self-sustaining lifestyle.
n
THE IMPACT OF THE 1996 WELFARE REFORM ACT ON ACCESS TO
POSTSECONDARY EDUCATION FOR TEMPORARY ASSISTANCE
TO NEEDY FAMILIES RECIPIENTS IN JACKSON,
MISSISSIPPI IN 2011
A DISSERTATION
SUBMITTED TO THE FACULTY OF CLARK ATLANTA UNIVERSITY
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR
DOCTORATE OF ARTS IN HUMANITIES
BY
CHARLETTE BROWN
DEPARTMENT OF AFRICAN AMERICAN STUDIES,
AFRICANA WOMEN'S STUDIES AND HISTORY
ATLANTA, GEORGIA
JULY 2013
©2013
CHARLETTE BROWN
All Rights Reserved
ACKNOWLEDGEMENTS
Foremost, I must thank God for giving me the spiritual strength and determination
to start and finish thisjourney. I dedicate this dissertation to my sons and grandson,
Jeffrey, Arthur and Jaylan. The three ofyou continuously show me what unconditional
love is all about. I also dedicate this dissertation to my mother, Esperline and my beloved
pet, China. Mother and Chinawere with me when I started thisjourney, but they have
since gone on to glory. I miss both ofthem more than they will ever know. I thank all of
my family members fortheir immeasurable support and love throughout this and all other
lifejourneys. I thank my friends who encouraged and inspired me to "continue in spite
of and to "not give up until the task is finished." A special thank you is extendedto my
committee members, Dr. Henry Elonge and Dr. Sandra Taylor. Dr. Elonge, I thank you
so much forhelping me to compartmentalize my thoughts enough to develop aresearch
topic that will be beneficial to welfare policymakers everywhere. Dr. Taylor, I thank you
for supplying me withsmiles ofencouragement as well as providing invaluable input
which helped to organize my ideas throughout this process. A special thank you is also
extended to Dr. Josephine Bradley, my committee chair, whose tireless mentoring and
sound thought processes helped me to create a stronger dissertation. Thank you to Ms.
Vera Butler, Ms. Kimberly Knight and all ofthe TANF women who participated in this
study. Finally, a sincere and special thank you is extended to Mr. William Pace who has
truly kept me from falling throughout this entire educational experience.
ii
TABLE OF CONTENTS
Page
ACKNOWLEDGEMENTS ii
LIST OF FIGURES v
LIST OF TABLES vi
LIST OF ABBREVIATIONS vii
CHAPTERS
1. INTRODUCTION 1
Statement ofthe Problem 12
Focus ofthe Study 17
Significance ofthe Study 19
Theoretical Framework 20
Black Feminist Theory 22
Human Capital Theory 24
Culture ofPoverty Theory 27
Theory Integration 29
Methodology 30
Research Questions 31
Rationale 31
Critical Ethnography Approach 33
Research Design 34
Recruitment ofParticipants and Sample Size 36
The Sites 38
Procedures for Collecting Data 40
iii
Data Analysis 42
Limitations 44
Organization ofthe Study 45
Definition ofTerms 46
2. REVIEW OF LITERATURE 49
Human Capital Approach vs. The Work First Approach 50
The Human Capital Approach 50
Constructing the Work First Approach 54
Work First Philosophy in the Context ofWelfare Reform 56
Beginning ofWork First and Welfare Reform in Mississippi 60
Unequal Access to Education for Welfare Recipients 63
Culture ofPoverty Literature 68
The Nature ofWelfare Reform from a Black Feminist Perspective 76
3. THE PROBLEM IN HISTORICAL CONTEXT 82
4. FINDINGS 104
Research Question 1 125
Research Question 2 136
Research Question 3 146
Summary 151
5. CONCLUSIONS, DISCUSSION AND RECOMMENDATIONS 153
Discussion 156
Recommendations 156
APPENDICES 158
BIBLIOGRAPHY 176
IV
LIST OF FIGURES
Page
1. Racial Composition ofWelfare Recipients in the United States 76
2. Map ofMississippi with Bordering States 83
LIST OF TABLES
Page
Table 1.1 Minimum work requirements and participation rate ofall families 8
Table 3.1 Characteristics ofthe State ofMississippi 84
Table 3.2 Characteristics ofJackson, Mississippi 86
Table 4.1 Demographic Information 113
Table 4.2 Participant's Response to "Work First" Philosophy 126
Table 4.3 Participant's Response to "Work First" Work Requirements 131
Table 4.4 Participant's Response to Multiple Family Responsibilities 132
Table 4.5 Participant's Response to Welfare Culture in Mississippi 141
Table 4.6 Participant's Response to Sufficient Educational Opportunities 149
VI