Philosophiae Doctor - PhD / Transforming economic growth into tangible benefits for poor communities appears to have frustrated development practitioners and policy makers. Despite the net positive growth achieved between 1994 and 2014 the face of poverty and inequality remains largely unchanged in South Africa. In such circumstances there is a pressing need for scholars to rethink the social foundations of economic activity and policy (Chang, 2006; Fine, 2001, 2005). One specific line of enquiry that has attracted attention among economists (Stiglitz, 2000; Woolcock, 2001; Fine, 2001) is that of social capital. This thesis seeks understanding of the relationship between social capital and the socioeconomic advancement of poor African/Black residents, particularly those in rural municipalities where there is a lack of financial and other resources. With this in mind, Robert Putnam’s path-breaking theory will be reformulated to explore the relationship during the mid-2000s between social capital, trust, political participation and socioeconomic outcomes in two rural municipalities in the Western Cape province of South Africa, namely Cederberg and Matzikama. The research questions the adequacy of Putnam’s theory of social capital, arguing that it is conceptually simple and inadequate as a description of how membership in social groups (networks) lead to better socioeconomic outcomes in the context of marginal, rural African/Black communities residing in under-capacitated municipalities. The thesis argues that an alternative conceptual framework is required, capable of depicting the complexity of the social processes required to translate social group membership into tangible benefits for poor households, as an explanation of why African/Blacks in Cederberg experienced better socioeconomic outcomes than their counterparts in Matzikama.

With many families in poverty in need of assistance in the United States, the government has implemented stricter work requirements to get individuals off welfare and to work. Recipients must now work a state specified number of hours per week to receive aid. Some research suggest that these policies may increase employment rates amongst recipients, yet not lead to their economic growth and independence. This study examines the effect of TANF work requirements on various socioeconomic outcomes for individual recipients, including employment, job quality and income. Data on TANF recipients come from 2014 Survey of Income and Participation. Results suggest a negative reserve effect than what policy-makers intended for, yet are inconclusive of the net effect of work requirements. Other factors, such as race, sex and educational attainment play a significant role in various outcomes.

Across the country, budget cuts to education have resulted in decreased funds available for extracurricular activities. This trend in policy may have a significant impact on future outcomes, as reflected in student success measures. Using two datasets that were collected over the last two decades, in the present study, the researcher assessed the relationship between participation in extracurricular activities and the future socioeconomic outcomes in respondents' lives, including post-secondary education, full-time employment status, and income. Two existing large-scale longitudinal studies of the U.S. secondary students, i.e., the National Education Longitudinal Study of 1988 (NELS: 88) and the Education Longitudinal Study of 2002 (ELS: 2002), served as data sources. As these surveys were conducted about a decade apart, the information they yielded was suitable for meeting the study aims. Generalized linear models, such as multiple regression and logistic regression analyses, by applying sample weights, were performed to examine the impacts of extracurricular activity participation on the aforementioned outcome measures. The implications of the study findings, including the comparison of the results from two different datasets collected at different time points, were interpreted with respect to school budget policy. Results from the NELS: 88 and ELS: 2002 were also compared to evaluate the trends in the characteristics and performance of U.S. high school students during the 1988-2012 period. / Ph. D.