Building a Culture of Integrity: Addressing AI Use in Student Assignments

During the previous term, a significant portion of my grading hours was dedicated to evaluating the presence of AI in student assignments. This involved distinguishing between AI-generated and non-AI-generated posts, tracing AI-generated references, analyzing how students utilized AI in their work, and engaging in discussions with students who excessively relied on AI about issues of plagiarism and the ethical use of AI. Additionally, we deliberated on how unethical AI usage in academic settings could adversely affect their future practice in social work, especially with vulnerable and marginalized populations.

This process has been exhausting. As an educator, my primary role is not to police my students. Therefore, I seek to find a way to assist myself, my colleagues, and my students in navigating this complex landscape, allowing us to focus on course content rather than the intricacies of AI usage. I propose an expansion of the current academic standards, particularly the APA format, which students are accustomed to using for their assignments. This expansion would provide a framework for the ethical usage of AI.

Scholarly writing already incorporates a foundation for academic integrity, and the APA style can be adapted to address some of the challenges posed by generative AI in our educational system. Although some students might still evade these measures, I believe that most students can benefit from AI if used ethically. A familiar format and process are essential to educating students on how to integrate AI ethically into their work and utilize various tools to enhance the content they produce.

Tracking AI use in assignments can enhance students' learning. One example of AI use by students offers a way to mitigate some of the inequities inherent in educational systems, but educators must understand how this would work. The benefits of an APA AI approach can assist students for whom English is a Second Language (ESL). ESL students can ethically use AI software to address grammatical and stylistic differences between their primary language and English. ESL students can also write their papers in their native language and use translation applications. AI detection software flags such uses as not being in the student's own words. Educators can focus on content rather than grammar or inappropriate AI use by adopting an extended form of APA referencing that includes links to comparisons between original work and AI intervention. This approach allows students with different linguistic backgrounds to concentrate on learning course material without being misunderstood by monolingual educators. Educators can differentiate their grading of ESL students through a fair assessment process reducing penalties for errors inherent in cross-cultural communication.

Educators are navigating the evolving landscape of AI alongside their students. I do not believe the majority of students have malicious intentions regarding AI use. Students do, however, need more training and guidance on how to use AI tools. Employing an expanded APA format for AI content fosters greater awareness of students' decisions when integrating AI into their learning process. This approach allows educators to determine which AI-generated references necessitate supporting documentation, ultimately facilitating a more focused and content-driven educational experience.

The examples below begin to provide a framework for AI tracking academic behavior in student assignments. I welcome your feedback and enhancements to this procedure. Here is a link to a crowd-sourced document for comments. https://docs.google.com/document/d/1mUicNnddZ4U9iVPM7UWz7ZrM_6XpVxZDPTZ4QdhNMkQ/edit?usp=sharing

APA Extended Reference Options for AI

AI Referencing Format

Name of AI company. (year). Name of AI program: “Prompt used” (version date) [Type of AI]. Purpose of Use. (Appendix Identifier or Link to Chat).

 

Appendices

Each appendix should include a title underneath, identifying the content. i.e. Chat Log, Outlines, Summaries, Paraphrasing, etc. If the students use more than three different types of chat logs, then the logs should be categorized into different appendices related to their function (i.e., Outlines, Summaries, Grammar Corrections, Brainstorming, etc.) Each reference includes either a link to a chat or a transcript of the chat. If transcriptions are over two pages total, students will create a Google Doc on their drive and make the appendix sharable to anyone with the link.

Footnotes

When the student uses AI to paraphrase a quote within an assignment, footnotes need to be included. Link the quote to its original source. The example provides an AI paraphrase of a direct quote from an academic source.

I would mandate the student compare the original quote and AI paraphrase to relay the information in their own words. Using the term “Explain it to me like I am a 5^th grader” in AI helps students find meaning and connect it to the original work as they develop a new paraphrase of the concept.

APA Referencing Format for Footnotes

Footnote number Paraphrasing. (Author, year, page, paragraph). Link to paraphrasing tool’s chat

Example of Reference Pages

References

Fording, R. C., Soss, J., & Schram, F. S. (2011). Race and the local politics of punishment in the new world of welfare. American Journal of Sociology,116, 1610-1657.

AI References

Claude. (2024).  Claude: “Identify colonialist ideas in TANF” (June 18 version) [Chatbot], Brainstorming. (Appendix A).

Google. (2024). Google Chrome: Check spelling and grammar in this document. (June 16 version) [Large language model]. Spelling and Grammar.

Quillbot. (2024).: Google Chrome Extension (June 16 version) [Large language model]. Paraphrasing. (Appendix B).

Grammarly (2024). Grammarly (June 18 version) [Large language model]. Spelling and Grammar.

OpenAI. (2024). ChatGPT “Give me an outline for the following assignment: Using the six stages of the Policy Change Process (based upon the Generalist Intervention Model of Social Work Practice), choose a policy area from below. Identify each stage as it occurred in the history of the development of the chosen policy within this area of practice. Specifically, detail each area according to its definition and how the policy advocates addressed each stage. Evaluate how you would change the approach of one of the stages. Use the Violence Against Women Act as the policy.” (June 16 version) [Large language model] Outline. https://chatgpt.com/share/39be0dac-f99f-41e2-ae43-4d7e16d0c7d9

OpenAI. (2023). ]. ChatGPT: “Identify colonialist ideas in TANF” (June 16 version) [Large language model]. Understanding. (Appendix A).

 

Appendix A

Chat Logs 

1.     Claude. (2024). Claude (June 16 version) [Chatbot]. “Identify Colonialist Ideas in TANF” (June 16 version) [Large language model] Brainstorming.

Chat History

a.      The Temporary Assistance for Needy Families (TANF) program, which replaced the Aid to Families with Dependent Children (AFDC) program in 1996, has been criticized for incorporating certain colonialist ideas and perpetuating systemic inequalities. Here are some ways in which colonialist ideas have been identified within the TANF program: 

b.     Paternalism and control: TANF's work requirements, time limits, and strict rules have been seen as a form of paternalism, where the government exerts control over the lives of low-income individuals, particularly women of color, under the guise of promoting self-sufficiency. This echoes colonial practices of controlling and disciplining colonized populations.

c.      Perpetuation of stereotypes: The rhetoric surrounding TANF often portrays recipients as lazy, irresponsible, and dependent on welfare, reinforcing negative stereotypes about poverty and race. These stereotypes have historical roots in colonial representations of colonized peoples as inferior and in need of "civilizing" interventions.

d.     Emphasis on nuclear family structure: TANF's promotion of traditional nuclear family structures and emphasis on marriage and responsible fatherhood have been criticized for imposing Western, Eurocentric values on diverse family structures, particularly those of indigenous and minority communities.

e.      Criminalization of poverty: The strict rules and sanctions associated with TANF, including the potential for loss of benefits or criminal penalties for non-compliance, have been likened to the criminalization of poverty, which echoes colonial practices of controlling and punishing colonized populations.

f.        Undermining of self-determination: The top-down, restrictive nature of TANF has been seen as undermining the self-determination and autonomy of low-income individuals and communities, similar to how colonial powers imposed their will on colonized territories.

g.      It's important to note that these criticisms highlight the systemic inequalities and biases embedded within the TANF program, which disproportionately affect marginalized communities, particularly those with historical experiences of colonization and oppression.

2.    OpenAI. (2024). ChatGPT “colonialist ideas in TANF” (June 18 version) [Large language model]. https://chatgpt.com/share/f41d25ac-512a-4f08-9afa-149013a65d39

3.      OpenAI. (2024). ChatGPT “Give me an outline for the following assignment: Using the six stages of the Policy Change Process (based upon the Generalist Intervention Model of Social Work practice), choose a policy area from below. Identify each stage as it occurred in the history of development of the chosen policy within this area of practice. Specifically detail each area according to its definition and how the policy advocates addressed each stage. Evaluate how you would change the approach of one of the stages. Use the Violence Against Women Act as the policy.” (June 18 version) [Large language model] https://chatgpt.com/share/39be0dac-f99f-41e2-ae43-4d7e16d0c7d9

 

Appendix B

Other Uses of AI within this Paper 

Google. (2024). Google Chrome (June 16 version) [Large language model]. Grammar and Spelling Check.

Google. (2024). Quillbot: Google Chrome Extension (June 16 version) [Large language model]. Paraphrasing.

Grammarly (2024). Grammarly (June 18 version) [Large language model]. Grammar and Spelling Check.

OpenAI. (2024). ChatGPT (June 16 version) [Large language model]. Definition Summaries.

OpenAI. (2024). ChatGPT (June 16 version) [Large language model]. Summarize PDF’s.

 

Footnote Example

 

The first approach, often called "paternalist," has led governance to take a more explicit role in directing and overseeing the behaviors of the poor (Mead 1997). By using images of disorder and dysfunction as justifications, public authorities have claimed a duty to "tell the poor what to do" (Mead 1998). Consequently, programs for poor people have been redesigned to focus on behavioral expectations, administrative monitoring, incentives for proper behavior, and penalties for noncompliance (Mead 1997). Various means-tested benefits, such as nutritional assistance and housing support, have been made contingent on compliant behavior. [1]

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[1] Paraphrasing. (Fording et al. 2011, p 1161, para 1). https://chatgpt.com/share/239069b4-bb10-472e-ae08-c318d028c674

Helping Social Workers Traverse the Ethical Minefields of Innovation and Change: A Technology and Social Work Practice Ethical Framework

Technology is transforming the manner social workers practice, but how do we ethically keep up with these digital innovations and their impact on our work? The profession of social work is rooted in the knowledge and application of an ethical code of conduct. The learning of ethical standards starts with a student’s entrance into a social work program and continues throughout their career. Social workers increase their understanding of ethics through processing dilemmas with the help of their supervisors and through requirements of continuing education for licensing. But how are we evaluating our digital practices?

Many ethical frameworks in social work exist, from general models, such as the ETHIC model by Elaine Congress, to practice specific models of practice. Reamer (2017) writes extensively about ethics with a current focus on the impact of technology on social work practice. Developed with the influence of these ethical models, the Technology and Social Work Practice Ethics Framework aims to provide a method of evaluating the impact/risk aspects of our digital choices in the profession. As social workers practice the active assessment of potential ethical dilemmas with technology, their efficacy with digital social work practice will create a more secure environment for professionals and clients alike. 

 Technology and Social Work Practice Ethics Framework

      1. Identify: Identify the nature of the digital application then behavior or situation needing ethical evaluation.

a.       Identify the use, behavior, situation, or policy of the potential ethical concern

b.       Determine technological platform used

c.       Identify which individuals would be or were impacted

 2. Understand: Explain the purpose of the action related to the digital application, behavior or situation.

a.       Define the intention/appropriateness of use, behavior, or action

b.       Recognize the pros and cons of the digital platform in regards to confidentiality, Evidence Based Practice, security, safety, accuracy, boundary concerns

c.       Evaluate appropriateness of use to intersectional digital perspectives involved (culture, generation, accessibility, language, economic issues, etc.)

      3. Research: Review technology standards, policies, and law, as applicable to the application use, behavior, or situation (agency, professional, State, Federal) to determine relevant areas of concern or breach. Considering these standards, policies, and laws, would colleagues connect these same concerns?

a.       Agency policies – policy and procedures manual, grant/foundation stipulations

b.       Professional Standards – NASW code of ethics, NASW, ASWB, CSWE, CSWA standards for technology in social work practice, APA App Evaluation Model for practice

c.       State Laws – Applicable state laws

d.       Federal Laws – HIPAA, HITECH Act, FERPA, Children’s Online Privacy Protection Act, Uniform Code of Military Justice or other applicable legislation.

       4. Assess: Involve needed agency stakeholders and technology experts to consult about the use of application, behavior, or situation. Experts may include technologically literate and ethically informed staff, supervisors, lawyers, board members, and consultants. The assessment includes evaluation of micro and macro systems technology impact/risk. Areas of digital impact and risk include; access, commerce, communication, literacy, etiquette, security, health and wellness, and laws, rights and responsibility (adapted from Riddle, 2015, p. 16-17). Document results, include potentially positive and harmful examples. Internet resources can be used to explore and substantiate impact.

a.       Potential/actual impact on client(s) and their system

b.       Potential/actual impact on staff member(s)

c.       Potential/actual impact on agency

      5. Determination: Determine any actions the agency needs to pursue regarding ethical implications of the digital application, behavior, or situation. Actions may include policy formation, technology adoptions, confidentiality and consent revisions, educational support for staff, disciplinary actions, etc.

           How do you use ethical frameworks in social work practice? When introducing new digital practices in your organization, how do you identify their potential impact or risk with clients? What policies do you have in place to address the evolving nature of digital social work practices?

Elaine P. Congress. (2000). What social workers should know about ethics: Understanding and resolving ethical dilemmas. Advances in Social Work, 1, 1.

Reamer, F. G. (1998). The Evolution of Social Work Ethics. Social Work, 43(6), 488–500. https://doi-org.libproxy.chapman.edu/10.1093/sw/43.6.488

Reamer, F. G. (2017). Evolving ethical standards in the digital age. Australian Social Work, 70(2), 148–159. https://doi-org.libproxy.chapman.edu/10.1080/0312407X.2016.1146314

Ribble, M. (2015). Digital citizenship in schools : Nine elements all students should know: Vol. Third edition. ISTE.

UBI+ for the 21st Century from a Social Work Perspective in Response to Andrew Yang’s “Freedom Dividend”

Presidential hopeful, Andrew Yang, suggests a “Freedom Dividend” or UBI stipend. Yang's book “The War on Normal People: The Truth About America's Disappearing Jobs and Why Universal Basic Income Is Our Future”
outlines the inevitable need for UBI. In general, I agree with Yang's premise, but within his plan for funding, certain issues present themselves, a social worker understands, as problems. The people on welfare programs, food stamps, disability, etc. should not be exempt or recieve a reduction in this dividend. This post provides UBI recommendations enhancing Yang’s proposal for the most vulnerable of our population. I put forward a UBI+ (or Freedom Dividend Plus, if you will) framework shifting our definition of work and the value of individuals.

When welfare reform occurred in Illinois in the 90’s, I participated on one of the seven community task force projects set up to develop a system of “new” welfare strategies involving a collaboration of social service and business leaders, Public Aid, and DCFS. Business men volunteered their time to be part of the solution. Each month I listened to welfare myths propagate through the well-meaning (but impossible) solutions offered by corporate leaders. After a few of these meetings, I decided to provide a corporate briefing of sorts, with a few families actual earning and budget sheets. Each report included the family demographics, access to transportation, child status, daycare needs, other support systems, etc. I will never forget the look on one of their faces when he stated “I don’t understand, it isn’t sustainable to live like this.” Exactly. UBI will be no different if it is developed as a subsidy. A systems approach is the solution to this dilemma.

This UBI+ framework I am proposing is grounded in research and my 25 years of experience working with those either in poverty or struggling to keep above the poverty line. My social work experience includes developing and managing programs to address addiction, homelessness, self-sufficiency, welfare to work, food scarcity, sexual and domestic violence, mental health issues, child abuse, and family resiliency. People not wanting to work if they receive UBI is a myth. The reasons for clients I knew not working ranged from the lack of systems supporting actualization of the American work ethic to varying degrees of mental health issues and traumatic experiences preventing success in traditional work situations. Honestly, I never met a person happy to be on welfare or disability. “Lazy” is a myth people perpetuate from ignorance or the learned behavior of “blaming the victim.”

I attended a conference where the facilitator called the Diagnostic Statistical Manual of Mental Disorders 

(used by clinicians to diagnose mental illness for insurance companies), the book of the impact of trauma in the United States. Think about how many systems in our society are involved in the reaction of traumatic experiences.

One study, The Adult Childhood Experiences Study (ACES) examines the impact of trauma on individuals. ACES researchers sampled over 17,000 people for their conclusions. While trauma knows no boundaries, complications of poverty and inequity compound the impact of a persons ACES. When we acknowledge our inadequacy in dealing with childhood traumas, we can begin to treat previous trauma and prevent future trauma. A study in Tennessee in 2017 estimated the economic impact of ACES cost the state $5 billion a year. This number only includes direct medical costs and lost work productivity in employee absenteeism. UBI+ is the beginning of significantly decreasing these costs.

Content source: National Center for Injury Prevention and Control, Division of Violence Prevention

UBI+’s focus is rooted in support for Self-Efficacy based upon the capacity of the person. A segment of our population will always need more structure and services than the average American. Vulnerable and marginalized populations will not automatically experience enriched lives with a $1000 increase in their income each month. This segment’s goal of ‘work’ looks completely different than mainstream society’s definition of work.  (Review my prior post on “The Future of Universal Basic Income from a Social Work Perspective”  for more information on "work" definitions).

UBI+ is rooted in two principles. The first principle is the development of systems supporting the Social Determinants of Health. The Social Determinants of Health areas expand to include researched based programs shown to improve quality of life minimizing costs to society. The second principle is the mandated participation of work programs for those not working over 20 hours a week. Based upon the reduction of traditional work situations due to automation or incapacity, the definition of “work” is expanded to envelope many forms of productive situations in society. Social determinants of health support systems and a redefining of work will start the development of a successful system in the wake of automation and address the need for work options of marginalized populations.

Social Determinants of Health needed to support effectiveness of UBI+

The goal of adding $1,000** of income to support Americans would only be successful with the following systems in place. Social determinants of health provide a map to the key resources needed for all people to flourish. Substantial research (see end of article for supporting research) validates the positive impact on individuals each of these support systems provide. These programs would significantly decrease the prevalence of ACES impacting our youth. Healthier Americans leads to a healthier America physically, emotionally, behaviorally, and economically.

1.       Universal Healthcare

2.       Universal Childcare with Early Childhood Learning programs and sick childcare areas

3.       Adequate food subsidies and programs for lowest 20% of American Households

4.       Quality education for every child

5.       Transportation access developed and subsidized for low income

6.       Affordable housing options or supplements (Enhanced HUD, section 8, subsidized housing) for everyone

7.       Enhanced workforce development and placement programs

8.       Minimum wage $15 plus increase based upon standard of living in the area

9.       Internet accessibility and technology for everyone

10.   Student loans subsidized for those making under 200K a year and working full time

11.   Student loan forgiveness for anyone on disability or working in a nonprofit organization, healthcare, or education

Self-efficacy Work Pursuit Options

Individuals not working must pursue alternative measures for “work.” Some individuals will able to be re-trained, but others may always need alternative forms of work due to their circumstances. This area addresses the issue some will have with giving $1,000** to people who do not “work.” If a person is not enrolled in an alternative non-paid labor, then they do not receive the UBI+ stipend. Alternative work options not only provide needed free services, they increase the self-efficacy and self-esteem of the participants and those who benefit from their "work." 

Definition of Alternative Non-paid Labor examples include:

              Volunteerism   

Volunteering areas specified:

Building homes

Children/Adolescents

Child Sitter

Classroom Assistant

Culturally Specific Needs

Colleges and Universities

Community Gardens

Elderly/Disabled

Emergency Situations

Environmental

Farms

Fundraising

Health Care

Libraries

Military service member/family support general

Military service transition support to new duty station Refugees/Migrants

Social Service Agencies

Education

Certificates to enhance career track

English as a second language teacher

Anti-racism curriculum/certification 

Free Community College with educational supports

              Trade Training and Apprenticeships

High School Diploma

              Post-secondary education

Re-Skilling endeavors

Small Business education, apprenticeship, and development

Volunteer Training

              Support Positions (Self and Others)

Caregiver for someone with a disability or chronic illness

Coordination of support groups/activities

Daycare support person

English as a second language practice companion

English as a second language trainer

Medical treatment requiring leave from a position but does not qualify for disability

Medical leave for a parent with a seriously ill/disabled child

Maternity Leave

Parenting responsibilities for children under school age

              Social buddies for seniors

              Social media trainer

              Tutoring children and adolescents

              Technology training/support

              Translator of language for non-profits

             

              Mental/Physical/Emotional Programs

Art/performance enhancing communities

Assertive Community Treatment Programs

Community exercise

Day programs for developmental disabilities, mental illness or disability

Emotional Support person

Social Support

Sports participation or coaching unpaid 

Support group facilitator

Treatment for Domestic Violence, Trauma, Substance Abuse or Mental Illness

UBI+ can address the negative impact of automation, ACES, and social inequities to improve our standard of life in an economically feasible manner.   Definitions and guidelines of alternative work situations will need to be developed. New infrastructure will replace or support existing government systems, but the New Deal in the 1930’s or The Affordable Care Act did much of the same. These system changes took decades, the ACA is still being evolved years later, but anything worth doing is worth our time and effort to do right. UBI may or may not be a future manifestation, but social determinants of health and changes in our workforce are a necessity for our future.

If you have any suggestions, resources, or alternatives on the functionality of UBI+, please share.

*Research articles about each Social Determinants of Health area

** $1,000 would a minimum amount, should be based upon area cost of living

Calandrillo, S. P. 1. stevecal@uw. ed., & Halperin, T. (2017). Making the Minimum Wage Work: An Examination of the Economic Impact of the Minimum Wage. Stanford Journal of Law, Business & Finance, 22(2), 147–187. Retrieved from http://search.ebscohost.com.libproxy.chapman.edu/login.aspx?direct=true&AuthType=ip,uid&db=ofm&AN=136555047&site=eds-live

Cavin, A. cavinai@miamioh. ed. (2019). A Right to Housing in the Suburbs: James v. Valtierra and the Campaign against Economic Discrimination. Journal of Urban History, 45(3), 427–451. https://doi-org.libproxy.chapman.edu/10.1177/0096144217712928

Cederbaum, J. A., Ross, A. M., Ruth, B. J., & Keefe, R. H. (2019). Public Health Social Work as a Unifying Framework for Social Work’s Grand Challenges. Social Work, 64(1), 9. https://doi-org.libproxy.chapman.edu/10.1093/sw/swy045

Elias, R. R., Jutte, D. P., & Moore, A. (2019). Exploring consensus across sectors for measuring the social determinants of health. SSM - Population Health, 7, 100395. https://doi-org.libproxy.chapman.edu/10.1016/j.ssmph.2019.100395

Forbes, M. K. 1. miri. forbes@mq. edu. a., Rapee, R. M. ., & Krueger, R. F. . (2019). Opportunities for the prevention of mental disorders by reducing general psychopathology in early childhood. Behaviour Research & Therapy, 119, 103411. https://doi-org.libproxy.chapman.edu/10.1016/j.brat.2019.103411

Galvani, A. P., Durham, D. P., Vermund, S. H., & Fitzpatrick, M. C. (2017). California Universal Health Care Bill: an economic stimulus and life-saving proposal. Lancet (London, England), 390(10106), 2012–2014. doi:10.1016/S0140-6736(17)32148-7

Gassman, J., Norris-Tirrell, D., & Kofoot, K. (2018). Student Loan Debt and Its Impact on the Nonprofit Sector. Journal of Nonprofit Education and Leadership, (3), 240. Retrieved from http://search.ebscohost.com.libproxy.chapman.edu/login.aspx?direct=true&AuthType=ip,uid&db=edsgao&AN=edsgcl.550167658&site=eds-live

Hill, H. D., & Romich, J. (2018). How will higher minimum wages affect family life and children’s well‐being? Child Development Perspectives, 12(2), 109–114. https://doi-org.libproxy.chapman.edu/10.1111/cdep.12270

Joo, Y. S., Magnuson, K., Duncan, G. J., Schindler, H. S., Yoshikawa, H., & Ziol-Guest, K. M. (2019). What works in early childhood education programs?: A meta–analysis of preschool enhancement programs. Early Education and Development. https://doi-org.libproxy.chapman.edu/10.1080/10409289.2019.1624146

Luckey, K. S. (2018). Affordable for whom? Introducing an improved measure for assessing impacts of transportation decisions on housing affordability for households with limited means. Research in Transportation Business & Management. https://doi-org.libproxy.chapman.edu/10.1016/j.rtbm.2018.04.003

Manoli, D. dsmanoli@austin. utexas. ed., & PATEL, A. ankur. patel@treasury. go. (2019). Long-Term Treatment Effects of Job Search Assistance and Training: A Summary of Recent Evidence. AEA Papers & Proceedings, 109, 340–343. https://doi-org.libproxy.chapman.edu/10.1257/pandp.20191048

Ortiz, S. E., & Johannes, B. L. (2018). Building the case for housing policy: Understanding public beliefs about housing affordability as a key social determinant of health. SSM - Population Health, 6, 63–71. https://doi-org.libproxy.chapman.edu/10.1016/j.ssmph.2018.08.008

Pew Research Center. (2019). Internet and technology fact sheets. https://www.pewinternet.org/fact-sheet/

Salon, R. S., Boutot, N., Ozols, K., Keeton, B., & Steveley, J. (2019). New approaches to customized employment: Enhancing cross-system partnerships. Journal of Vocational Rehabilitation, 50(3), 317–323. https://doi-org.libproxy.chapman.edu/10.3233/JVR-191013

Schochet, O. N., & Johnson, A. D. (2019). The Impact of Child Care Subsidies on Mothers’ Education Outcomes. Journal of Family & Economic Issues, 40(3), 367–389. https://doi-org.libproxy.chapman.edu/10.1007/s10834-019-09628-0

Zhang, Q., & Kim, H. (2019). American Young Adults’ Debt and Psychological Distress. Journal of Family & Economic Issues, 40(1), 22–35. https://doi-org.libproxy.chapman.edu/10.1007/s10834-018-9605-4