
Punitive and rigid Work First welfare policies and the ability of low income mothers to pursue post-secondary education are on a collision course.The Work First approach, enshrined in the 1996 Personal Responsibility and Work Opportunity Reconciliation Act (PRWORA) and reinvigorated in the Bush administration’s reauthorization proposals, stigmatizes low income mothers as undeserving of benefits, of time to parent their own children, of education, and of general respect. The exclusive remedy prescribed for low income mother variously stigmatized as work aversive, dependent, behaviorally disorganized, and morally deficient—is escalating work requirements, now proposed as forty hours per week. Many low income mothers, however, understand that their economic and social interests lie in post-secondary education, a far more realistic pathway to independence and self-respect than the low-wage, insecure jobs into which welfare recipients are driven by Work First policies. Such policies, asframed by national and state legislation and implemented in the practices of social service and Work First agencies, have built a nearly insurmountable wall of obstacles to student mothers’ pursuit of two-year and four-year degrees as they try to study while working and parenting in conditions of poverty. Remarkably, some mothers have persisted, aided by their own fortitude and resilience, informal family networks, supportive advocates, or programs at educational institutions and in their communities. Only a handful of states have chosen to invest in
low income parents, viewing them as people with considerable developmental potential rather than as malingerers who need to be booted into the workplace.Shut Out: Low Income Mothers and Higher Education in Post-Welfare America examines this confrontation between a welfare-to-work regime that coerces single mothers into low-wage work, and women who have resisted, understanding that higher education is critical to their capacity to provide for their family’s long-term economic self-sufficiency and their ability to make autonomous decisions about their lives, their children’s academic and social development, and their community’s well-being. The book examines the general issues of post-secondary education and low income mothers in the current welfare climate that equates personal responsibility with immediate engagement in the low-wage labor market and exit from the welfare rolls, analyzing the actual experiences of racially diverse low income mothers struggling to gain access to meaningful education and training in a variety of geographic locations. The
formidable obstacles to their educational achievements include not only formal work requirements in an unreformed labor market unfriendly to women with children, but also restrictive, punitive, and inconsistent implementation of a range of welfare-to-work provisions. Such policies and frontline delivery practices compromise student mothers’ parenting, disrupt their educational progress and disregard their work histories and aspirations, forcing independently minded low income parents either to give up on college degrees or make painful short-term sacrifices hoping they will make long-term gains. The book also focuses on the policies and practices of educational institutions and higher education financial aid policies as they affect low income mothers, and examines alternatives to Work First paradigms and practices. The voices, the struggles and the resistance of low income student mothers are presented, and concrete organizational and policy alternatives are analyzed.
