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dc.contributor.authorJennings, Sandy Lane
dc.date.accessioned2014-03-04T02:32:31Z
dc.date.available2014-03-04T02:32:31Z
dc.date.issued2007-05
dc.identifier.otherjennings_sandy_l_200705_edd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/jennings_sandy_l_200705_edd
dc.identifier.urihttp://hdl.handle.net/10724/23876
dc.description.abstractThe purpose of this study was to determine how women program planners design programs for predominately women learners in Welfare to Work programs. The following questions guided this research: 1) How does a woman program planner’s gender-based understanding impact power relations within the organizational process of program planning? and 2) How do women program planners negotiate for the interests of the stakeholders with emphasis on the power and politics of the process? The sample for this study was comprised of eleven women program planners and five Department of Family and Children’s Services representatives who work with welfare recipients. This study revealed women educational program planners shape the form and content of the programs they plan. One factor that affects the planning process is the gender of the program planner. Individuals bring their own ideas of needed educational program content to the process based on prior experiences and these factors affect how women program planners negotiate for the inclusion of women’s learning into the educational or training context of the programs they plan. Based on an analysis of the findings, two conclusions were drawn from this study. They are: 1) Women define themselves based on past experience which gives them a basis for contextualizing the work and striving to change lives through shared understanding; and 2) Women program planners use relational negotiations to get things done. The planners possess personal gender based domains that intersect with socially constructed beliefs. These domains include the way the planners experience empathy for the participants, feel it is necessary to foster self-esteem in the participants, have an internal need to give back to society, and exhibit a passion for the job that is instrumental in accomplishing established goals. The women also possess unique social and organizational domains that bring a distinctive decision-making style to the planning process based on who and what they are as individuals. Race, economic situations, gender, and life circumstances all affect the planning process. Because the planners interviewed were women, feelings for the clients that are unique to women understanding women affected the way the planners got things done.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectAdult Education
dc.subjectEmployment and Training
dc.subjectProgram Planning
dc.subjectWelfare
dc.subjectWelfare Reform
dc.subjectWelfare to Work
dc.subjectWomen
dc.titleWomen program planners
dc.title.alternativeusing the planning table to negotiate for the interests of welfare recipients
dc.typeDissertation
dc.description.degreeEdD
dc.description.departmentLifelong Education, Administration, and Policy
dc.description.majorAdult Education
dc.description.advisorLaura Bierema
dc.description.committeeLaura Bierema
dc.description.committeeRon Cerevo
dc.description.committeeJuanita Johnson-Bailey
dc.description.committeeHelen Hall
dc.description.committeeClifton L. Smith


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