From the Editor—In This Issue

Abstract

This issue of Journal of Social Work Education (JSWE) begins with an excellent guest editorial from Singer, Báez, and Rios titled “AI Creates the Message: Integrating AI Language Learning Models into Social Work Education and Practice.” This very timely editorial offers a description of the pros and cons of ChatGPT in social work education, as well as recommendations for using ChatGPT for teaching, research, and practice. Specific ideas are offered for each, including using AI to design your syllabus and guidance to inform your students about its use in your class. I am grateful to these authors for this high-quality manuscript and the quick turnaround time so we could get it to press quickly for our readers! The next article by Mirick and Wladkowski, “Experiences of Pregnant and Parenting Female Students in Doctoral Programs,” describes the results of a survey of women who were pregnant or parenting during their social work doctoral studies. They highlight important implications for social work doctoral programs, suggesting that social workers are ethically obligated to address gender-based equity issues and the multiple challenges these students experience. In “Infusing MSW Programs With Disability Studies and Disability Justice: How to Create Explicit Curriculum,” Berridge, Ganti, Taylor, Rain, and Bahl describe their MSW curricula infusion process and integrating an intersectional disability justice movement framework. They discuss the background and urgency of such approaches to reduce issues of social injustice. Magier, Newman, Kimiecik, Okamoto, Beasley, Shute, and Tucker discuss the intersection of social work education with sport, highlight potential opportunities for addressing important needs within the field of sport and report on a qualitative study with social workers in sport in “Understanding the Needs of Social Workers in Sport Settings: Opportunities for Specialized Education and Training.” In “Colorblind Attitudes, Empathy, and Shame: Preparing White Students for Anti-Racist Social Work Practice,” Brock-Petroshius, Garcia-Perez, Gross, and Abrams report on an analysis of a cross sectional survey of White MSW students to assess the relationships between racial knowledge and emotions as predictors of anti-racist behaviors. They discuss the implications of their findings for antiracist social work education. Slay, Robinson, and Rhodes offer shared perspectives from Strong Black Women (SBW) schema and resilience theory to describe their ability to adapt to changes during the global pandemic in “Shared Perspectives of Strength Among Black Women Social Work Educators in a Global Pandemic.” Conner, Dyson, Jones, and Drew then present a mixed-methods study to explore the experiences of social work faculty and staff who have experience being supervised by a Black administrator in “Black Experiences Matter: Reflections of Black Faculty Experiences With Black Administrators.” In “A ‘Totally, Acceptably Racist Environment’: Examining Anti-Black Racism in a School of Social Work,” Lilly, Hillyer, Jaggers, and Garnigan utilized collective autobiographical methods within a Critical Race Theory framework to better understand Black social work students’ experiences of anti-Black racism in Predominantly White Institutions. This study highlights important findings and implications for the implicit and explicit social work curricula, as well as tangible next steps to reduce the harm and the emotional labor Black students experience from anti-Black racism in these contexts. Next, Thyberg discusses critical social work (CSW) as a framework for addressing racism and oppression in social work and reports on a survey of social work students regarding their experience of critical social work learning in “Preparing Social Workers for Anti-Oppressive Practice: Evaluating the Role of Critical Social Work Education.” The next two articles focus on political social work education. The first, “The Voter Engagement Model: Preparing the Next Generation of Social Workers for Political Practice” by Hylton, Lane, Smith, Ostrander, and Powers, describes and reports on the results of an evaluation of a voter JOURNAL OF SOCIAL WORK EDUCATION 2023, VOL. 59, NO. 2, 291–293 https://doi.org/10.1080/10437797.2023.2198958