The instructors were acutely aware of the limitations of the employment preparation program. They did not pretend that the program would help a student become financially self–supporting. The retail and service sector jobs that were obtainable by the students would not enable them to support their families. Understanding this, the instructors encouraged the students to find part–time employment in order to subsidize their social assistance benefits. On occasion each of the instructors had privately counseled students who felt pressured to find full–time employment to ensure they were fully aware of the monthly income they would need to support their families without social assistance. The only time the instructors supported a student in finding full–time employment was when the job could lead to greater financial security than social assistance, as in the case of a single student or a student earning a second family income.

Family Support

All but one of the students in this study talked about family dynamics related to their participation in past literacy programs and their current involvement in the employment preparation program. Family support can be a crucial factor in deciding to enroll in a program (Roussy & Hart, 2002), and family responsibilities, especially those related to childcare, can also be a reason people drop out of programs (Long & Middleton, 2001; Malicky & Norman, 1994). Families can also be either supportive of new learning and literacy practices that are brought into the home or critical of these practices.

Rouda wanted to be a role model for her children and she said her children were proud of her efforts to find a job, but she was reluctant to read with her youngest child because the child made fun of her mistakes. Hannah recalled the support she received from her own father and has passed this on to her children. In addition, she intentionally modeled reading behaviours, and encouraged her children to excel at school, just as her father did for her. Marion's husband encouraged her to return to school, has taught her to use the computer, and cared for their children while she was in the employment preparation program. Nadine, on the other hand, left the general literacy program in order to care for her nieces and nephews at her sister's request. Maritza is motivated to learn in order to help her son who was in danger of failing his school year. Both Tom and Martha's sisters encouraged them to find work. Tom's sisters helped him travel to job interviews after his placement was completed, and Martha's sister wanted her to volunteer more often in the daycare. Stacey was the only student who did not mention family in either a supportive or non-supportive role. Her silence regarding family support or non-support could have indicated that she had no one in her life who would pass a judgment, either positive or negative, with regards to her participation in the program.