Yvette Murphy-Erby

Intersectional Perspective and Rural Poverty Research: Benefits, Challenges and Policy Implications

Traditionally, poverty scholarship in the U.S. focuses on the levels, trends, and effects of poverty across social categories broadly defined either by race (minorities) or gender (women) or age (children). An intersectional perspective elucidates the complexity of peoples social locations by conceptualizing race, class, gender as simultaneously interacting power relations. In this work, we suggest how an intersectional approach can benefit our understanding of social inequalities in rural areas in an effort to better inform rural poverty research and policies. A related goal is to encourage a more thorough integration of class and age inequalities in intersectional scholarship. We conclude by discussing the benefits of a dialog between rural poverty research and an intersectionality perspective.

Voices of Latino parents and teens: Tailored strategies for parent–child communication related to sex

Parent–child communication around sex-related topics is relevant to the promotion of health. But there is little research on the perspectives that Latino parents and teens have regarding talking about sex. The aim of this qualitative inquiry was to explore the perspectives of first-generation Latino parents and their adolescents on the effects their personal experiences and culture have on conversations about sex-related topics. Four primary themes emerged and were reflected consistently in the five groups studied. The themes were culture, personal experiences, gender differences, and changes in beliefs and attitudes. Woven together, these themes paint a dynamic yet logical picture of the ways in which the participants’ culture and experiences shape their beliefs and practices. Our findings suggest that immigration, level of acculturation, and gender and family roles shape communication about sex-related topics and therefore should be considered when developing teen pregnancy prevention programs.

Multi-Systems Life Course: A New Practice Perspective and Its Application in Advanced Practice With Racial and Ethnic Populations

To better respond to social works directive of increased sensitivity to cultural and ethnic diversity, it is imperative that theory development includes explicit consideration of the complex experiences of racial and ethnic minorities. For a more advanced and culturally relative practice, the authors posit the development of an encompassing perspective referred to as multi-systems life course (MSLC). Using a case example, this article applies a MSLC perspective to practice with women of color experiencing intimate partner violence. Implications for social work practice and an overview on incorporating a MSLC perspective into a graduate social work curriculum are included.

Implementing and evaluating a rural community-based sexual abstinence program: challenges and solutions

Informing both program evaluation and practice research, this paper describes lessons learned during the planning, implementation, and pilot phases of an abstinence education program based in a rural community in a southern state in the USA. Although a number of challenges can emerge in successfully implementing and evaluating such a program in a school and community setting, few publications have focused on bringing these challenges to light and highlighting strategies that were used to overcome them. This paper fills this knowledge gap by describing a community-based abstinence education evaluation project, outlining the challenges in implementing and evaluating the pilot phase of the project, and presenting strategies to address these challenges.

Examining Relationships Between Financial Capital and Personal Well-Being

Researchers have traditionally examined economic well-being with income data, yet recent findings indicate positive effects of assets on well-being, independent from income. For this study, baseline data from 904 low-income individuals were used to examine relationships between income, assets, and personal, social, and economic outcomes. Baseline findings indicate that financial assets did not influence perceptions of self-efficacy, economic strain, or social support. However, an individuals age was associated with perceived outcomes, with increased age leading to decreased support and self-efficacy and increased economic strain. A discussion of findings and implications of this research for community-based strategies is provided.

A Participant-Informed Model for Preventing Teen Pregnancy in a Rural Latino Community

Recognizing the need for health prevention efforts that are tailored to the needs of Latinos in rural communities, the researchers utilized focus groups to ascertain the perspectives of Latino children and their parents who participated in a teen pregnancy prevention program. This article presents a Latino-driven conceptual design of an evidence-informed comprehensive, community-based, and culturally sensitive teen-pregnancy prevention program. The new model, called the Family-Festival Prevention Model, (1) used culturally relevant and experiential learning activities, (2) promoted community connections, (3) incorporated strategies that engaged fathers, and (4) engaged important faith-based and community stakeholders to involve the whole community in prevention efforts.

Preparing Children for Success: Parents’ Perspectives on Promoting Savings and Education

Many states are implementing asset development strategies to promote postsecondary education for low- to moderate-income families, realizing that limited education is a powerful predictor of poverty, and poverty mediates the likelihood of obtaining postsecondary education. Using demographic and qualitative data collected from two groups of low- to moderate-income parents (N = 24), this article highlights two programs that promote savings and increase post-secondary education for these children and families. The 21st Century Scholars Program targets youths, and the complementary Educational Development Accounts program targets their parents. This article also explores perspectives of the participants’ experiences, beliefs, and perceptions relative to savings and education and the success of their children in these areas. It concludes with implications for asset-building programs and policy whose aim is to assist low- to moderate-income families in achieving economic and educational mobility and implications for social welfare policy.

“It’s All About Security to Me”: The Role of Environment in Youth Financial Literacy and Savings Behaviors

This qualitative study explores financial behavior and expectations in families of origin in addition to youth financial education and savings behaviors. The authors interviewed 14 youths, aged 17 to 19 years, whose families had low incomes, education levels, and savings rates and who participated in a youth-based financial education and dedicated savings program and present key themes and subthemes that were revealed during data analysis. Findings suggest that, rather than replicating the behavior of their parents and experiencing the same financial struggles, the youths interviewed were motivated by a desire to avoid these challenges. However, youths in this study also noted that they experienced social and economic barriers that their higher income peers did not. Policy, practice, and research implications of these findings are discussed.

Savings Program Participation and Outcomes for Hispanics

ABSTRACT Low- and moderate-income Hispanics in the United States have traditionally experienced few institutional incentives for savings and asset development and have instead encountered many disincentives. The authors provide a brief review of the various enticements and deterrents for savings and wealth development for traditionally underrepresented groups, with a focus on Hispanics. One of the most recent savings initiatives for low- and moderate-income individuals involves dedicated savings accounts, also known as Individual Development Accounts (IDAs). This study was designed to examine whether IDA program completion supports asset development over time for Hispanics. Results indicate that while there are no statistically significant differences in asset growth between IDA completers and non-completers, IDA program completers did experience more growth on all asset measures. The authors provide suggestions on how to close the racial and ethnic wealth gap for low- and moderate-income Hispanic individuals and households.

African American perspectives and experiences of domestic violence in a rural community

Relatively few studies have explored domestic violence from a multiplicity of African American perspectives, experiences, and socio-demographic backgrounds within rural African American communities. Community–based participatory action research methods were used to explore domestic violence perceptions of African Americans with heterogeneous backgrounds and experiences of violence. Ten focus groups were held throughout the community with 52 diverse women (n = 33) and men (n = 19) living in the northwest region of Arkansas. Demographic data were collected from 47 women (n = 28) and men (n = 19) participating in focus groups regarding their perceptions and experiences of domestic violence, media messages, help-seeking behaviors, and services. Data were analyzed using grounded theory methods. Three major themes emerged, including (a) a heightened awareness of race, gender, and class differences; (b) imbalanced and mixed messages from media; and (c) multi-systemic dynamics influencing abusive behavior and relationships. Results indicate that study participants’ perspectives and experiences with domestic violence reflect a complex interrelated gamut of societal, community, familial, and individual dynamics. Participant recommendations related to interpersonal dynamics, media messages, and societal influences are reported with implications for practice, policy, and future research.