rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: State of empowerment
    sub title: low-Income families and the new welfare state
  name:
    name part: Barnes, Carolyn
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: Michigan Publishing (University of Michigan)
    role:
      role term: issuing body.
  type of resource: text
  genre: bibliography
  genre: Electronic books.
  origin info:
    place:
      place term: miu
    date issued: 2020
    copyright date: 2020
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource (161 pages)
  abstract: On weekday afternoons, dismissal bells ring at thousands of schools across the country. These bells signal not just the end of the school day but also the beginning of another important enriching activity: federally funded after-school programs offering tutoring, homework help, and basic supervision. After-school care reflects major shifts in social policy towards social services that support youth development and help low-income parents maintain employment. The scope of after-school programs has grown significantly in the last two decades-- nearly one in four low-income families enroll a child in an after-school program. Beyond sharpening students' math and reading skills, these programs also teach important lessons to parents. In a remarkable turn of events--especially given the long history of social policies that leave recipients feeling policed, distrusted, and alienated--government funded after-school programs have quietly become powerful forces for political and civic engagement. Using ethnographic accounts of three organizations, Carolyn Barnes reveals how interactions with government funded after-school programs can enhance the civic and political lives of low-income citizens. Reversing the "gatekeeping" design of most programs targeting low-income citizens, after-school policy shifts power away from organizations and bureaucrats and puts it back into the hands of parents. After-school policy design rewards the inclusion of low-income parents--in program participation and decision-making--and elevates their status to parent-citizens.
  note: Carolyn Barnes.
  note: Includes bibliographical references (pages 153-161).
  subject:
    geographic code: n-us---
  subject:
    topic: Public welfare
    geographic: United States
  subject:
    topic: Welfare state
    geographic: United States
  identifier: 9780472131648
  identifier: 9780472126200
  identifier: 0472126202
  identifier: 9780472901265
  identifier: 0472901265
  identifier: https://doi.org/10.3998/mpub.10131793
  record info:
    record content source: EYM
    record creation date: 190816
    record change date: 20221129013932.8
    record identifier: in00004604677
    language of cataloging:
      language term: eng