Programmatic effects to modify sources of financial support among Hispanic teenage mothers Academic Article uri icon

abstract

  • This study evaluates whether a randomized school-based intervention for adolescent teenage mothers successfully helped participants achieve better financial independence and economic prospects. Project Mothers and Schools (PMAS) is an initiative intended to modify attitudes and beliefs related to self-sufficiency, parenting, educational goals and achievement, career goals, health behaviors, and interpersonal relationships with family members. PMAS participants were surveyed at baseline and 12. months after intervention enrollment to evaluate the receipt of financial support from 11 sources. The 48 "core group" participants received a basic level of services, whereas the 43 "core-plus group" participants received the same basic services and additional enhanced services. Wilcoxon signed-rank tests were used to identify statistically significant changes in participant responses from baseline to 12. months post-intervention. Both groups reported higher levels of employment 12. months post-intervention compared to baseline (z = - 3.162, p = 0.002 and z = - 2.646, p = 0.008, respectively). The core-plus group used more Food Stamps (z = - 2.673, p = 0.008) and reported receiving more child support (z = 2.236, p = 0.025) 12. months post-intervention versus baseline. PMAS benefited all participants by promoting employment 12. months post-intervention versus baseline. The enhanced services offered to the core-plus group appeared to also increase participant access to Food Stamps and child support, sources which assist participants down the path toward eventual financial independence. 2014 Elsevier Ltd.

published proceedings

  • Children and Youth Services Review

author list (cited authors)

  • Smith, M. L., & Wilson, K. L.

citation count

  • 3

complete list of authors

  • Smith, Matthew Lee||Wilson, Kelly L

publication date

  • September 2014