A research context for welfare reform

Responsibility for the social safety net continues to “devolve” from the federal to state governments, and many states are now confronting the dilemmas inherent in redesigning welfare—dilemmas that faced Congress, too, as it sought to impose new conditions on receipt of public assistance. This article argues that reforming AFDC is difficult because the public has conflicting goals: putting welfare recipients to work; protecting their children from severe poverty; and controlling costs. For 25 years, reformers have viewed requiring welfare recipients to participate in work-promoting programs as uniquely able to balance these goals. Numerous studies have shown that this approach modestly increased employment and reduced welfare costs. More substantial gains have been achieved by some “mixed-strategy” programs, which stress immediate job entry for some recipients and employment-directed education or training for others. Many people remain on the rolls, however, prompting some policymakers to argue for substituting work-for-benefits or community service work (“workfare”) for welfare after a certain period of time, and others for ending all support. The limited knowledge about work-for-benefits programs suggests that, in contrast to work-promoting activities, this approach ultimately costs money. The research record confirms that there are no easy answers in welfare reform, and that states will have to weigh the trade-offs in considering alternative strategies.     

The Influences of Family and Place on Rural Adolescents’ Educational Aspirations and Post-secondary Enrollment

Despite the large contingent of students living in rural areas, existing research on the processes that precede the college enrollment of rural adolescents is limited. With a particular focus on gender, this study investigated rural adolescents’ perceptions of family and place and how these perceptions related to their educational aspirations and subsequent college enrollment using a nationwide sample of rural adolescents (N?=?3456; 52.5% female). Female adolescents reported higher academic achievement, educational aspirations, parental expectations, and family responsibility and enrolled in two-year and four-year institutions at greater rates compared to male adolescents, who reported significantly higher rural identity and perceptions of job opportunities in the rural community. Utilizing a multiple group moderated mediation approach, the results provided evidence that adolescents’ increased perceptions of their parents’ educational expectations were associated with increased educational aspirations and college enrollment and that adolescents’ increased perceptions of job opportunities in their rural community were associated with decreased educational aspirations. In addition, the results showed that gender moderated the relation between perceptions of job opportunities in the rural community and postsecondary enrollment. These findings highlight how the developmental resources of family and place relate to adolescents’ educational aspirations and subsequent postsecondary enrollment.     

Public administration reform for Aboriginal affairs: An institutionalist analysis

Persistent underperformance of public policy and program implementation in Aboriginal affairs is widely recognised. We analysed the results of two case studies of attempted reforms in public administration of Aboriginal primary health care in the Northern Territory, using a framework based on the institutionalist and systemic racism literatures, with the aim of better understanding the sources of implementation failure. Implementation of the agreed reforms was unsuccessful. Contributing factors were as follows: strong recognition of the need for change was not sustained; the seeds of change, present in the form of alternative practices, were not built on; there was a notable absence of sustained political/bureaucratic authorisation; and, interacting with all of these, systemic racism had important consequences and implications. Our framework was useful for making sense of the results. It is clear that reforms in Aboriginal affairs will require government authorities to engage with organisations and communities. We conclude that there are four requirements for improved implementation success: clear recognition of the need for change in ‘business as usual’; sustainable commitment and authorisation; the building of alternative structures and methods to enable effective power sharing (consistent with the requirements of parliamentary democracy); and addressing the impact of systemic racism on decision-making, relationships, and risk management.     

Strategic Othering: Framing Lebanese Migration and Fraser's “Mistake”

Australian Minister for Immigration and Border Protection, Peter Dutton, has framed the mid‐1970s immigration of Lebanese affected by civil war as Prime Minister Malcolm Fraser's “mistake”. His remarks sparked controversy in the parliament and the media. The issue became a contest of frames between the Murdoch media, which supported the Minister's “mistake” frame and argued his right to “tell the truth”, and the Fairfax media, which viewed the Minister as being “racist” for “scapegoating” the Lebanese community. Along with archival documents, this article examines the context and coverage of the Minister's remarks, noting that the frames presented in the media “indexed” those adopted amongst political elites, while failing to re‐examine the historical record. This case study demonstrates the power of framing and the media's tendency to accept rather than challenge frames used by those in the political contest, with the result that errors in the representation of history were never corrected. This article draws on framing theory and indexing theory and concludes that the “mistake” frame for the Lebanese feeds into narratives that serve to “other” Muslim and Arab groups, fanning fears and mobilising a discourse of Islamophobia around the exclusion of “undesirable” immigrants on the basis of “cultural fit”.     

Why University Education Matters: Youth Work and the Australian Experience

In many countries youth work education in the university confronts a precarious future. Paradoxically, this takes place as the labor market is unable to meet demands for qualified practitioners. This article makes a case for further investment in university-based youth work education. While presenting labor demand and supply arguments, we also suggest that a good university education is important for producing graduates capable of becoming experts and good practitioners in the Aristotelian sense of the word. This entails the provision of learning opportunities to attain specialist knowledge, technical expertise and ethical capacities of the kind that distinguish youth work practice from other approaches to work with young people. Such an education also promotes the prospect that practitioners are able to develop a professional habitus that advances youth work as a discrete field of professional practice. While the material used in this article is Australian, we suggest there are sufficient commonalities between the Australian experience and many other countries for the arguments, findings and recommendations made here to have more general applicability.     

Liberated Alice: Dodgson's female hero as domestic rebel

Sally Patterson Tubach. Memoirs of a Terrorist. Albany, N.Y: State University of New York Press, 1996.

Kenneth L. Holmes, ed. Covered Wagon Women: Diaries and Letters from the Western Trails, 1850. Lincoln: University of Nebraska Press, 1996.

Linda Schelbitzki Pickle. Contented Among Strangers: Rural German‐Speaking Women and Their Families in the Nineteenth‐Century Midwest. Urbana: University of Illinois Press, 1996.

Brigitte Georgi‐Findlay. The Frontiers of Women's Writting: Women's Narratives and the Rhetoric of Westward Expansion. Tucson: University of Arizona Press, 1996.