GSS Students’ GSS Students’ Attitudes Towards Attitudes Towards

Low-Income WomenLow-Income Women

Chaya S. Piotrkowski, Ph.D.Chaya S. Piotrkowski, Ph.D.Graduate School of Social ServiceGraduate School of Social Service

with with

Research II Students (Spring, 2004)Research II Students (Spring, 2004)

Students in Research II, Sp 2004Students in Research II, Sp 2004

Rhonda E. AtkinsRhonda E. AtkinsDenise L. BoyceDenise L. BoyceKate CavanaughKate CavanaughRobert K. CooperRobert K. CooperKenneth DavidKenneth DavidCarlos J. DavilaCarlos J. DavilaBonnie Davis-Bonnie Davis-

BeckoffBeckoffMarabeth DunnMarabeth DunnRuth A. EasyRuth A. EasyEmily K. GoodmanEmily K. GoodmanPatricia L. GrantPatricia L. GrantJessica C. GuiguesJessica C. GuiguesDoris HallDoris HallDanielle V. HarteDanielle V. HarteEileen HartleyEileen HartleyNicola T. Nicola T.

HashmatHashmat

Loida Henriquez-Loida Henriquez-PonsPonsVictoria HertleinVictoria HertleinJoanne H. KongJoanne H. KongYassaman LancerYassaman LancerMary Ann Lynch-Mary Ann Lynch-MinsonMinsonKimberly L. MalitoKimberly L. MalitoRaquel MartinezRaquel MartinezIvette MontalvoIvette MontalvoKathly Mulcahy-Kathly Mulcahy-MorganMorganDanielle A. Danielle A. NachtomeNachtomeKazuko NagafuchiKazuko NagafuchiCatrize OrtizCatrize OrtizAnne C. Anne C. PaumgartenPaumgartenSusan PersaudSusan Persaud

Michael T. Michael T. QuinnQuinnValerie L. Valerie L. RomeroRomeroElissa J. Elissa J. SchperoSchperoElizabeth SheaElizabeth SheaAngella SinclairAngella SinclairChristina J. Christina J. TsakosTsakosJacqueline Jacqueline SmithSmithJessica L. Jessica L. WeinerWeinerAbigail R. WeissAbigail R. Weiss

What are Cultural Stereotypes?What are Cultural Stereotypes?

Cultural stereotypes are widely shared beliefs about distinguishing Cultural stereotypes are widely shared beliefs about distinguishing attributes and attributes and behaviorsbehaviors of groups of people (Stangor, 2000). of groups of people (Stangor, 2000).

These stereotypes are learned early in life, reinforced by messages These stereotypes are learned early in life, reinforced by messages all around us, may operate outside of conscious awareness, are all around us, may operate outside of conscious awareness, are largely inescapable, and are part of our “social heritage” (Devine, largely inescapable, and are part of our “social heritage” (Devine, 1989). 1989).

Cultural stereotypes can be entirely wrong; they may be somewhat Cultural stereotypes can be entirely wrong; they may be somewhat correct at the group level; or they may have only a “kernal of truth.”correct at the group level; or they may have only a “kernal of truth.”

Cultural stereotypes can be positive or they can be negative, or a Cultural stereotypes can be positive or they can be negative, or a

mixture of both.mixture of both.

The General Research Questions: The General Research Questions:

1) 1) What negative stereotypes do GSS students have of single mothers What negative stereotypes do GSS students have of single mothers receiving public assistance? receiving public assistance?

2) What factors are associated with having negative stereotypes? 2) What factors are associated with having negative stereotypes?

Note: Here, “single mother” refers to mothers with dependent children Note: Here, “single mother” refers to mothers with dependent children who are not married or are not living with their children’s father.)who are not married or are not living with their children’s father.)

Why Focus on Negative Why Focus on Negative Stereotypes?Stereotypes?

11. . All of Us Probably Have Some All of Us Probably Have Some Negative StereotypesNegative Stereotypes

2. Negative Stereotypes Can Influence Practice

Negative stereotypes can influence the information we Negative stereotypes can influence the information we pay attention to and remember.pay attention to and remember.

They can influence our interpretation of that information.They can influence our interpretation of that information.

They can influence our subsequent judgments, feelings They can influence our subsequent judgments, feelings and actions.and actions.

(Davidio, Glick & Rudman, 2005; Hurwitz & Peffley, 1997; (Davidio, Glick & Rudman, 2005; Hurwitz & Peffley, 1997; Jost & Hamilton, 2005). Jost & Hamilton, 2005).

3.3. Negative Stereotypes Are Negative Stereotypes Are Sometimes Used to Justify Sometimes Used to Justify Injustice & DiscriminationInjustice & Discrimination

Why Focus on Single TANF Mothers?

Single mothers and their dependent children have the highest poverty Single mothers and their dependent children have the highest poverty rates in the U.S (Institute for Poverty Research, 2005). rates in the U.S (Institute for Poverty Research, 2005).

Most adults receiving TANF are single mothers, i.e. are not married or Most adults receiving TANF are single mothers, i.e. are not married or not living with their spouses (U.S. DHHS, 2004).not living with their spouses (U.S. DHHS, 2004).

When they graduate, many students will likely work in agencies When they graduate, many students will likely work in agencies serving TANF mothers and their children.serving TANF mothers and their children.

Single mothers receiving public assistance are seen as “Undeserving Single mothers receiving public assistance are seen as “Undeserving Poor” (Katz, 1989).Poor” (Katz, 1989).

Studies of the “generic” poor are problematic.Studies of the “generic” poor are problematic.

Specific Study QuestionsSpecific Study Questions

To what extent do MSW students have negative stereotypes about To what extent do MSW students have negative stereotypes about TANF mothers? TANF mothers?

Do TANF mothers’ race and marital status influence students’ Do TANF mothers’ race and marital status influence students’ negative stereotypes?negative stereotypes?

What factors are associated with students’ beliefs in negative What factors are associated with students’ beliefs in negative stereotypes?stereotypes?

What is the relationship between believing that TANF mothers’ What is the relationship between believing that TANF mothers’ poverty is caused by moral failings and believing that their poverty is poverty is caused by moral failings and believing that their poverty is caused by structural factors? caused by structural factors?

Sampling & Data CollectionSampling & Data Collection

Self-administered surveys were administered to 8 Self-administered surveys were administered to 8 sections of Human Behavior II at LC and TT. Day, sections of Human Behavior II at LC and TT. Day, evening and Saturday classes were randomly sampled.evening and Saturday classes were randomly sampled.

96% response rate (usable surveys)96% response rate (usable surveys)

n =133 matriculated students.n =133 matriculated students.

ParticipantsParticipants

84% were female 84% were female

Average age ranged from 21 to 58 (Average age ranged from 21 to 58 (MM = 33.54, = 33.54, SDSD = 9.37). = 9.37).

Most identified themselves as White (64%), 21% identified Most identified themselves as White (64%), 21% identified themselves as African American, 13% as Hispanic, one respondent themselves as African American, 13% as Hispanic, one respondent was Asian American, and one uncodablewas Asian American, and one uncodable

25% were married, 12% lived with a partner, 56% were single, and 25% were married, 12% lived with a partner, 56% were single, and 7% were divorced, separated or widowed7% were divorced, separated or widowed

Participants, continuedParticipants, continued

21% reported having ever received public assistance21% reported having ever received public assistance

35% had spent at least part of their childhood in a one- parent 35% had spent at least part of their childhood in a one- parent householdhousehold

61% had had a paid job working with adults or children receiving 61% had had a paid job working with adults or children receiving public assistancepublic assistance

51% had taken four or more social work courses51% had taken four or more social work courses

VignetteVignette

““Mary S. is a Black/White woman who lives in three Mary S. is a Black/White woman who lives in three rooms with two children. She receives no child rooms with two children. She receives no child support, has no savings, and is not employed. Ms. S. support, has no savings, and is not employed. Ms. S. receives Food Stamps, Medicaid, and a partial rent receives Food Stamps, Medicaid, and a partial rent subsidy from the government. She finds it difficult to subsidy from the government. She finds it difficult to pay the bills and provide for herself and her children. pay the bills and provide for herself and her children. Ms. S. has never been married/is divorced.”Ms. S. has never been married/is divorced.”

In a question immediately following this vignette, In a question immediately following this vignette, respondents also were told that she respondents also were told that she “also receives“also receives ssome cash assistance from the government.”ome cash assistance from the government.”

What Negative Stereotypes Were What Negative Stereotypes Were Studied?Studied?

TANF mothers’ moral failings are responsible for their TANF mothers’ moral failings are responsible for their poverty.poverty.

TANF mothers transmit the culture of poverty.TANF mothers transmit the culture of poverty.

TANF mothers have undesirable traits.TANF mothers have undesirable traits.

Do GSS Students Think Moral Do GSS Students Think Moral Failings Cause Poverty among Failings Cause Poverty among

TANF Mothers?TANF Mothers? Participants were asked to rate the importance of 12 Participants were asked to rate the importance of 12

reasons “reasons “in explaining why people like Ms. S. are poor.in explaining why people like Ms. S. are poor.” ”

Response scale:Response scale:

““very important reason” very important reason” (4)(4)

““somewhat important reason”somewhat important reason” (3)(3)

““not very important reason”not very important reason” (2)(2)

““not at all important reason”not at all important reason” (1)(1)

% of Students Who Thought the % of Students Who Thought the Following were “Somewhat” or Following were “Somewhat” or

“Very Important” Causes of “Very Important” Causes of PovertyPoverty

86% thought “Alcohol and/or drug abuse”86% thought “Alcohol and/or drug abuse”

84% thought “Teenage childbearing or too many children”84% thought “Teenage childbearing or too many children”

64% thought “No attempts at self-improvement”64% thought “No attempts at self-improvement”

60% thought “Personal irresponsibility and lack of discipline”60% thought “Personal irresponsibility and lack of discipline”

61% thought “Lack of thrift and proper money management”61% thought “Lack of thrift and proper money management”

% of Students Who Endorsed the % of Students Who Endorsed the Ideology of Behavioral Poverty & Ideology of Behavioral Poverty &

the Culture of Poverty?the Culture of Poverty?

66% thought Ms. S. probably had her first child as a teenager.66% thought Ms. S. probably had her first child as a teenager.

41% thought Ms. S’s children probably will rely on government 41% thought Ms. S’s children probably will rely on government assistance (welfare) when they grow up.assistance (welfare) when they grow up.

31% thought welfare decreases the motivation of people like Ms. S.31% thought welfare decreases the motivation of people like Ms. S.

17% thought welfare encourages women like Ms. S. to have 17% thought welfare encourages women like Ms. S. to have children.children.

% of Students Who Attributed % of Students Who Attributed Negative Traits to Ms. S?Negative Traits to Ms. S?

Students were presented with a list of 12 bipolar adjectives and Students were presented with a list of 12 bipolar adjectives and asked which asked which “comes closest to your image of Ms. S?”“comes closest to your image of Ms. S?”

50% thought she was probably Impulsive50% thought she was probably Impulsive

46% thought she was probably Passive46% thought she was probably Passive

28% thought she was probably Lazy28% thought she was probably Lazy

25% thought she was probably Unreliable25% thought she was probably Unreliable

21% thought she was probably Stupid21% thought she was probably Stupid

What Factors Were Associated What Factors Were Associated with Students’ Negative with Students’ Negative

Stereotypes of TANF Mothers?Stereotypes of TANF Mothers?

Political OrientationPolitical Orientation: : More politically conservative students were more likely to More politically conservative students were more likely to endorse all negative stereotypes.endorse all negative stereotypes.

Having Grown up in a One-Parent Family:Having Grown up in a One-Parent Family: These students were less likely These students were less likely to believe that moral failings cause poverty and were less likely to endorse to believe that moral failings cause poverty and were less likely to endorse the culture of poverty.the culture of poverty.

Poverty KnowledgePoverty Knowledge: Students with less factual knowledge of poverty thought : Students with less factual knowledge of poverty thought Ms. S. had more negative traits.Ms. S. had more negative traits.

What Factors Were What Factors Were UnrelatedUnrelated to Students’ Negative to Students’ Negative

Stereotypes of TANF Mothers?Stereotypes of TANF Mothers? Race and Marital Status of Ms. S.Race and Marital Status of Ms. S.

Students’ age, marital status, parental status, race/ethnicity, Students’ age, marital status, parental status, race/ethnicity, gender*.gender*.

Whether they themselves had ever received public assistance.Whether they themselves had ever received public assistance.

Whether they had ever worked directly with adults or children Whether they had ever worked directly with adults or children receiving public assistance.receiving public assistance.

Number of social work courses taken.Number of social work courses taken.

We also examined students’ beliefs that We also examined students’ beliefs that structural factors in society cause poverty structural factors in society cause poverty among TANF mothers.among TANF mothers.

Were Structural Factors Were Structural Factors Important Causes of Poverty? Important Causes of Poverty?

94% thought “Low wages in some businesses & industries”94% thought “Low wages in some businesses & industries”

92% thought “Lack of childcare for mothers who want to work”92% thought “Lack of childcare for mothers who want to work”

79% though “Prejudice and discrimination”79% though “Prejudice and discrimination”

79% thought “Failure of society to provide good schools for some 79% thought “Failure of society to provide good schools for some Americans”Americans”

Structural Factors versus Moral Structural Factors versus Moral Failings as Explanations of Failings as Explanations of

Poverty among TANF MothersPoverty among TANF Mothers

Overall, students rated Overall, students rated Structural Factors as Structural Factors as significantly more important significantly more important than Moral Failings.than Moral Failings.

1

1.5

2

2.5

3

3.5

4

StructuralFactors

Moral Failings

6 out of 10 Students Have 6 out of 10 Students Have “Dual Belief Systems”“Dual Belief Systems”

63% of the students endorsed at least three (out of 63% of the students endorsed at least three (out of four) structural explanations and at least three out of four) structural explanations and at least three out of five moral explanations.five moral explanations.

They believe moral failings They believe moral failings andand structural factors explain structural factors explain poverty among mothers like Ms. S.poverty among mothers like Ms. S.

Does Course Work Make a Does Course Work Make a Difference in Students’ Negative Difference in Students’ Negative

Stereotypes?Stereotypes? About half the sample (51%) had taken four or more About half the sample (51%) had taken four or more

social work courses. social work courses.

Number of courses was unrelated to negative Number of courses was unrelated to negative stereotypes and knowledge about poverty.stereotypes and knowledge about poverty.

More social work courses was only associated with More social work courses was only associated with beliefs in structural factors as causes of Ms. S’s poverty.beliefs in structural factors as causes of Ms. S’s poverty.