Larry G. Martin

The development of economic self‐sufficiency among former welfare recipients: lessons learned from Wisconsin’s welfare to work program

In 1996, the US Congress passed the Personal Responsibility and Work Opportunity Reconciliation Act, changing the culture of welfare from a system of dependency to one of personal responsibility and economic self-sufficiency through workplace participation. Through the expert views of case managers and area employers of Wisconsin, this research sought to identify the problems and barriers to self-sufficiency among former welfare recipients and other low-income workers and the effectiveness of services and programs available to address these barriers. The study found situational barriers, education and learning experience barriers, personal issues and disabilities to impede the development of low-income workers. The services found to promote the development of economic self-sufficiency among former welfare recipients were support services, educational and learning programs, employer intervention services and counseling services. The findings suggest that these services could be expanded and made more effective through the collaborative efforts of welfare reform agencies, employers, educational institutions and community-based organizations.

The Welfare to Work Transition in the United States: Implications for Work-Related Learning

This paper summarizes the legislation upon which the current welfare-to-work transition in the United States is based and describes characteristics of the former welfare population from which various tiers of employment options have emerged: unsubsidized-employed workers, subsidized-employed workers, subsidized-unemployed recipients, and unsubsidized-unemployed individuals. It also discusses current program emphases, and presents a format for directions for future program development which includes academic programs, situated cognition programs, integrated literacy/occupational skills programs, and integrated literacy/soft skills training.

Life-Style Classification of Adult High School Noncompleters.

High school completion programs have been hampered in their ability to provide educational services to the entire range of their potential clients, and the adult education literature has produced inconclusive findings regarding the nature of client sub-populations and their learning needs. In order to contribute to greater understanding of adult participation patterns related to high school completion programs, this study sought to identify and describe the life-style classifications that exist among adult high school noncompleters, and to analyze the significant differences that exist among the categories. The findings suggest that six broad life-style classifications of noncompleters exist: Entrepreneurs, Superiors, Regulars, Suppliants, Marginals, and Underclass. These classifications successfully differentiate among noncompleters on the basis of both demographic characteristics and attitudinal dispositions.

A Methodology for the Analysis of the Psychosocial Profiles of Low Literate Adults

This research reports the development and testing of a practical instrument-the Self-Description Questionnaire (ABE/ASE form)-that can readily be used by teachers to identify the psychosocial factors which may be major contributors to the learning problems experienced by low-literate adults. The instrument, which was developed from a methodology based on the epigenetic theory of Erik Erikson, gives psychosocial profiles of individuals. The study reports on the reliability and validity of the instrument. The report also provides some concrete examples to demonstrate how teachers can make use of the framework and the data obtained from the instrument.

A Call for Methodological Plurality: Reconsidering Research Approaches in Adult Education.

Within this AEQ forum, the authors call for a dialogue and examination of research methods in the field of adult and continuing education. Using the article by Boeren as a starting point, the authors analyze both qualitative and quantitative research trends and advocate for more methodological diversity and plurality in current research approaches.