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• W304800456 abstract "An essay on policy and educational for recipients may seem of place in a journal issue devoted to women and literacy, but definition of literacy changes and becomes more encompassing, basic literacy has come to mean not only reading and writing but also a whole array of other skills-including job-preparation skills, job-retention skills, and certain softer skills such attitude and disposition-that are seen crucial to one's success in various aspects of life, particularly one's work life (Grubb, 1997). Since passage of Workforce Investment Act in 1995, there have been efforts to form alliances between literacy education, job-training education, and reform. Adult literacy education and job readiness training is increasingly being viewed by many as important not only to our nation's ability to remain globally competitive but also to resolving what many feel are inherent, long-term problems with programs (Dirkx, 1999, p. 85). Often lost in discussions about job-training and educational are critical examinations of what these are consciously or unconsciously teaching participants about gender. For my contribution to this journal issue, I will examine how gender and power affect women who are caught in system and in basic educational that are designed to move them from to work. Welfare policy has long been critiqued playing an integral part in constructing for poor women what it means to be a good and proper woman and mother. Feminist policy analysts have argued that since their inception have been used to control many aspects of poor women's lives-including their reproduction, morality, and work habits. Welfare policy and popular rhetoric surrounding it reinforce family ethic-institutionally enforced rules upholding sexual division of labor, female economic on men, and overall gender division of society (Abramovitz, 1996a). While policy has regulated lives of women for centuries (Piven & Cloward, 1993), this role of has become increasingly clear since passage of Welfare Reform Act in 1996. This legislation has focused with renewed vigor on preventing out of wedlock births and teenage pregnancy, promoting abstinence, and encouraging the formation and maintenance of two-parent families (U.S. Congress, 1996). President George W. Bush's latest plan promotes marriage a solution to welfare dependence and ensures that trend to shape gender roles will continue in public policy. While there is an established body of feminist critique of policy, far less work has concentrated on one site where policy plays out-the welfare-to-work educational classroom. Educational for recipients are touted one way to reduce rolls and to move TANF (Temporary Assistance to Needy Families, commonly referred to welfare) recipients into workforce. Under Welfare Reform Act, TANF recipients are urged to find work quickly, but those who cannot are placed in short-term job-training and basic-skills in order to increase their skills. In many states, training provided to TANF recipients focuses on job-readiness skills, typically lasts from 1 to 6 weeks, and usually includes instruction in preparing resumes, developing interviewing skills, and dressing for work environment (Fagnoni, 1999, p. 1). These training classes also teach employability skills such getting to work regularly and on time and resolving interpersonal conflicts appropriately (p. 1). Besides offering this overt curriculum, I will argue, educational for recipients also contain a hidden curriculum that highlights gender roles and reinforces policy's focus on family ethic. In this essay I explore how system is designed to shape gender expectations and how this policy became manifest in two educational serving recipients. …" @default.
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• W304800456 date "2004-04-01" @default.
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• W304800456 title "Designing Women: Gender and Power in Welfare-to-Work Educational Programs" @default.
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