Pub Date : 2023-10-17DOI: 10.1080/08841233.2023.2262526
Liz Woodside, Beth Martin, Melissa Redmond
ABSTRACTSocial work pedagogy recognizes the educational value of experiential learning for the professional development of social workers, with a particularly rich experiential learning literature related to clinical work and field education. This study evaluates an experiential learning activity for large undergraduate courses in another area: social policy and social justice. We ask: How effective are electoral candidate debates in building BSW students’ understanding of social justice and its relationship with social policy? Using a constructionist approach, we qualitatively analyzed reflection data from 73 students on their experiences of two in-class electoral candidate debates (one municipal, one federal) held in consecutive offerings of a first-year survey course. Findings indicate that in-class electoral debates have the potential to effectively support learning and engagement related to social policy and social justice, especially foundational concepts such as Canadian federalism, ideologies that inform policy responses, and equity analysis of different policy responses. Learning was primarily limited to formalized conceptualizations of social justice. Recommendations to maximize learning include assessment and accommodation of the diversity of prior student knowledge and inclusion of briefing and debriefing activities. The study suggests that in-class electoral debates, if done properly, can be an effective experiential teaching tool for policy courses.KEYWORDS: Social work educationsocial policysocial justiceelectoral candidate debatesexperiential learning AcknowledgmentsThis research was completed with funding provided by the School of Social Work at Carleton University.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Canada is divided into over 300 geographical areas called ridings or constituencies. During a federal election each riding holds an election where local candidates vie for the right to represent the region.2. First-past-the post is a voting system in which an electoral candidate is elected through simple rather than absolute majority (winner take all), i.e., the electoral candidate with the most riding votes wins the right to represent its constituents.3. UPass (or universal transit pass) is a discounted fare offered to eligible students by the university and City transportation provider. The UPass initiative was a direct result of student activism and referenda, resulting in a binding agreement between the university and the public transport authorities.Additional informationFundingThis work was supported by the Evelyn Maud McCorkell Fund, School of Social Work, Carleton University.
{"title":"Engaging Students in Social Policy and Social Justice: The Use of Candidate Debates in Canadian BSW Education","authors":"Liz Woodside, Beth Martin, Melissa Redmond","doi":"10.1080/08841233.2023.2262526","DOIUrl":"https://doi.org/10.1080/08841233.2023.2262526","url":null,"abstract":"ABSTRACTSocial work pedagogy recognizes the educational value of experiential learning for the professional development of social workers, with a particularly rich experiential learning literature related to clinical work and field education. This study evaluates an experiential learning activity for large undergraduate courses in another area: social policy and social justice. We ask: How effective are electoral candidate debates in building BSW students’ understanding of social justice and its relationship with social policy? Using a constructionist approach, we qualitatively analyzed reflection data from 73 students on their experiences of two in-class electoral candidate debates (one municipal, one federal) held in consecutive offerings of a first-year survey course. Findings indicate that in-class electoral debates have the potential to effectively support learning and engagement related to social policy and social justice, especially foundational concepts such as Canadian federalism, ideologies that inform policy responses, and equity analysis of different policy responses. Learning was primarily limited to formalized conceptualizations of social justice. Recommendations to maximize learning include assessment and accommodation of the diversity of prior student knowledge and inclusion of briefing and debriefing activities. The study suggests that in-class electoral debates, if done properly, can be an effective experiential teaching tool for policy courses.KEYWORDS: Social work educationsocial policysocial justiceelectoral candidate debatesexperiential learning AcknowledgmentsThis research was completed with funding provided by the School of Social Work at Carleton University.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Canada is divided into over 300 geographical areas called ridings or constituencies. During a federal election each riding holds an election where local candidates vie for the right to represent the region.2. First-past-the post is a voting system in which an electoral candidate is elected through simple rather than absolute majority (winner take all), i.e., the electoral candidate with the most riding votes wins the right to represent its constituents.3. UPass (or universal transit pass) is a discounted fare offered to eligible students by the university and City transportation provider. The UPass initiative was a direct result of student activism and referenda, resulting in a binding agreement between the university and the public transport authorities.Additional informationFundingThis work was supported by the Evelyn Maud McCorkell Fund, School of Social Work, Carleton University.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"226 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136033110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-17DOI: 10.1080/08841233.2023.2261990
Pamela Szczygiel, Taylor Hall
ABSTRACTDespite high rates of compassion stress within the field of social work and the growing acknowledgment that self-care is critically important to ethical social work practice and to the practitioner’s overall well-being, social work education has not yet adequately responded to the self-care and wellness needs of students and new professionals, nor has it fully prepared them for the stressful realities of social work practice. Self-care education is essential for student/practitioner success and necessitates innovative programmatic and curricular development. It also entails more discussion and explication of conceptual frameworks upon which self-care education will be designed and implemented. Given that self-care relates to individuals’ unique biopsychosocial needs, as well as their preferred methods of healing and cultural beliefs, this paper calls for a mind-body-spirit framework for self-care education. The need for such a framework is examined and a sample curriculum is presented and discussed.KEYWORDS: Stress-burnoutscholarship of teaching and learningvalues and ethics Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe author(s) reported there is no funding associated with the work featured in this article
{"title":"A Mind-Body-Spirit Framework for Addressing Self-Care in Social Work Education","authors":"Pamela Szczygiel, Taylor Hall","doi":"10.1080/08841233.2023.2261990","DOIUrl":"https://doi.org/10.1080/08841233.2023.2261990","url":null,"abstract":"ABSTRACTDespite high rates of compassion stress within the field of social work and the growing acknowledgment that self-care is critically important to ethical social work practice and to the practitioner’s overall well-being, social work education has not yet adequately responded to the self-care and wellness needs of students and new professionals, nor has it fully prepared them for the stressful realities of social work practice. Self-care education is essential for student/practitioner success and necessitates innovative programmatic and curricular development. It also entails more discussion and explication of conceptual frameworks upon which self-care education will be designed and implemented. Given that self-care relates to individuals’ unique biopsychosocial needs, as well as their preferred methods of healing and cultural beliefs, this paper calls for a mind-body-spirit framework for self-care education. The need for such a framework is examined and a sample curriculum is presented and discussed.KEYWORDS: Stress-burnoutscholarship of teaching and learningvalues and ethics Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe author(s) reported there is no funding associated with the work featured in this article","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"173 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136033249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-17DOI: 10.1080/08841233.2023.2266521
Lea Tufford, Barbara Lee, Vivian Thieu, Rose Zhao
ABSTRACTPeer-to-peer role-play in social work education continues to have widespread use in the teaching of generalist social work skills. For many students, however, the unfamiliarity of role-playing the client in conjunction with discussing clinical concerns may lead them to become emotionally dysregulated during the social work-client encounter. To explore strategies by which students can maintain emotional regulation when playing the client role, this study garnered the perspectives of Standardized Clients from Canadian medical schools who conduct repeated, simulated performances in the client role. Standardized Clients (N = 116) responded to an online, qualitative survey which explored how they manage their emotions during simulations. Thematic analysis revealed the following regulation strategies: 1) Internal: a) Distance self from the role, b) Immerse in the role, c) Focus on emotions; and 2) External: a) Putting on a performance, and b) The importance of self-care. This paper offers suggestions for social work educators to assist students playing the client in peer-to-peer role-play exercises.KEYWORDS: Standardized clientpeer-to-peer role-playsocial work educationclientemotional regulation Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Emotional Regulation in Peer-To-Peer Role-Play in Canadian Social Work Education: The Contribution from Standardized Clients in Medicine","authors":"Lea Tufford, Barbara Lee, Vivian Thieu, Rose Zhao","doi":"10.1080/08841233.2023.2266521","DOIUrl":"https://doi.org/10.1080/08841233.2023.2266521","url":null,"abstract":"ABSTRACTPeer-to-peer role-play in social work education continues to have widespread use in the teaching of generalist social work skills. For many students, however, the unfamiliarity of role-playing the client in conjunction with discussing clinical concerns may lead them to become emotionally dysregulated during the social work-client encounter. To explore strategies by which students can maintain emotional regulation when playing the client role, this study garnered the perspectives of Standardized Clients from Canadian medical schools who conduct repeated, simulated performances in the client role. Standardized Clients (N = 116) responded to an online, qualitative survey which explored how they manage their emotions during simulations. Thematic analysis revealed the following regulation strategies: 1) Internal: a) Distance self from the role, b) Immerse in the role, c) Focus on emotions; and 2) External: a) Putting on a performance, and b) The importance of self-care. This paper offers suggestions for social work educators to assist students playing the client in peer-to-peer role-play exercises.KEYWORDS: Standardized clientpeer-to-peer role-playsocial work educationclientemotional regulation Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"39 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136033258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-17DOI: 10.1080/08841233.2023.2265410
Bridget Elizabeth Weller, Winifred Elizabeth Wilson, Kiana Elizabeth Jean-Baptiste, Jaimie Elizabeth Sullivan, Dominique Marie Giroux
ABSTRACT Although the social work profession has focused on becoming an anti-racist profession, social work students report being insufficiently prepared to challenge and dismantle racism. Current recommendations for educating social workers on racism use findings from White students and omit the voices of individuals who experience racism. However, this phenomenological qualitative study described graduate students from historically excluded racial and ethnic groups in research along with White students’ experiences learning about the influence of historical and contemporary racism upon Black adolescents. Twelve Black, Latinx, multiracial, and White students participated in either individual interviews or a focus group. Data were analyzed using thematic analysis. Key themes included: feeling uncomfortable as an important aspect of learning about racism, the reason for feeling validated in the course differed for Black and White students; and Black students had concerns about participating in a course on racism. Further, as students discussed how learning influenced their behaviors and perceptions of racism, the following themes emerged: a deeper understanding of racism, enhanced understanding of historical and contemporary racial trauma, greater reflection on policies and procedures, a better understanding of barriers to care, and the importance of trust and genuineness when providing care. Implications for social work education then are presented.
{"title":"Graduate Student Experience Learning About Racism: “You’re going to Feel Uncomfortable… That’s When You’re Going to Learn”","authors":"Bridget Elizabeth Weller, Winifred Elizabeth Wilson, Kiana Elizabeth Jean-Baptiste, Jaimie Elizabeth Sullivan, Dominique Marie Giroux","doi":"10.1080/08841233.2023.2265410","DOIUrl":"https://doi.org/10.1080/08841233.2023.2265410","url":null,"abstract":"ABSTRACT Although the social work profession has focused on becoming an anti-racist profession, social work students report being insufficiently prepared to challenge and dismantle racism. Current recommendations for educating social workers on racism use findings from White students and omit the voices of individuals who experience racism. However, this phenomenological qualitative study described graduate students from historically excluded racial and ethnic groups in research along with White students’ experiences learning about the influence of historical and contemporary racism upon Black adolescents. Twelve Black, Latinx, multiracial, and White students participated in either individual interviews or a focus group. Data were analyzed using thematic analysis. Key themes included: feeling uncomfortable as an important aspect of learning about racism, the reason for feeling validated in the course differed for Black and White students; and Black students had concerns about participating in a course on racism. Further, as students discussed how learning influenced their behaviors and perceptions of racism, the following themes emerged: a deeper understanding of racism, enhanced understanding of historical and contemporary racial trauma, greater reflection on policies and procedures, a better understanding of barriers to care, and the importance of trust and genuineness when providing care. Implications for social work education then are presented.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135996041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-17DOI: 10.1080/08841233.2023.2263888
Nicole Nicotera, In Young Park, Jarrod Call, Andrew Steward
ABSTRACTThere is an increasing concern for self-care and quality of life among Master of Social Work (MSW) students as they prepare to serve vulnerable individuals, families, and communities. Evidence suggests numerous benefits to practicing self-care; however, the majority of these studies focus on practitioners in the helping professions as opposed to graduate students working toward their degrees, suggesting a need for research. Accordingly, this study investigates the association between self-care actions, distress tolerance, mindfulness and quality of life among MSW students. A cross-sectional survey design, was used to examine these associations among 148 MSW students. Three multiple regression analyses were conducted to determine the relationship among the key variables. Results suggest that emotional self-care was significantly associated with quality of life, and that the level of engagement in self-care actions differed across students’ socioeconomic class. Students’ mindfulness and emotional self-care also were positively associated with distress tolerance. Findings suggest that promoting engagement in emotional self-care and mindfulness self-care may promote higher quality of life among MSW students. Implications for MSW programs and the potential to support students’ health and sustainable learning are discussed.KEYWORDS: Self-caredistress tolerancemindfulnessquality of lifeMSW programs AcknowledgmentsWe want to thank the busy MSW students who took time away from their course work to complete the study survey measures.Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Self-Care and Quality of Life: Associated Factors Among MSW Students","authors":"Nicole Nicotera, In Young Park, Jarrod Call, Andrew Steward","doi":"10.1080/08841233.2023.2263888","DOIUrl":"https://doi.org/10.1080/08841233.2023.2263888","url":null,"abstract":"ABSTRACTThere is an increasing concern for self-care and quality of life among Master of Social Work (MSW) students as they prepare to serve vulnerable individuals, families, and communities. Evidence suggests numerous benefits to practicing self-care; however, the majority of these studies focus on practitioners in the helping professions as opposed to graduate students working toward their degrees, suggesting a need for research. Accordingly, this study investigates the association between self-care actions, distress tolerance, mindfulness and quality of life among MSW students. A cross-sectional survey design, was used to examine these associations among 148 MSW students. Three multiple regression analyses were conducted to determine the relationship among the key variables. Results suggest that emotional self-care was significantly associated with quality of life, and that the level of engagement in self-care actions differed across students’ socioeconomic class. Students’ mindfulness and emotional self-care also were positively associated with distress tolerance. Findings suggest that promoting engagement in emotional self-care and mindfulness self-care may promote higher quality of life among MSW students. Implications for MSW programs and the potential to support students’ health and sustainable learning are discussed.KEYWORDS: Self-caredistress tolerancemindfulnessquality of lifeMSW programs AcknowledgmentsWe want to thank the busy MSW students who took time away from their course work to complete the study survey measures.Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136033250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-17DOI: 10.1080/08841233.2023.2263501
Kevin Tan, Jeanna Campbell, Brenda Lindsey
ABSTRACTThis article presents the use of simulation-based learning (SBL) for master-level school social work students at a public university in the Midwest. Findings based on the use of four school-specific case scenarios and subsequent focus group discussions suggest that live simulations can serve as a model to engage students by presenting curricula in a relevant and experiential fashion. SBL supported the creation of new meaning and understanding of school social work practice that students will eventually integrate into their own practice. Findings support the integration of simulations in the classroom as an effective pedagogical approach for school social work instruction.KEYWORDS: Simulation-based learningschool social workinstructionsocial work skills and competenciesvalues and ethics AcknowledgmentsWe thank all students who participated in this evaluation study. Additionally, we thank Tony Hillen for the technical assistance provided for the simulation laboratories and all the doctoral students who supported the simulation laboratories. We acknowledge the actors and actresses from The Station Theatre who provided their time and professional services for enacting the scenarios in the simulation laboratories. Lastly, we thank the faculty and staff at the Illinois Solar Decathlon House for their help with organizing the labs. The simulation lab activities were supported by a grant from the University of Illinois Provost’s Initiative on Teaching Advancement.Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Simulation-Based Learning in School Social Work Education: Developing MSW Competencies in a Holistic, Engaging, and Experiential Approach","authors":"Kevin Tan, Jeanna Campbell, Brenda Lindsey","doi":"10.1080/08841233.2023.2263501","DOIUrl":"https://doi.org/10.1080/08841233.2023.2263501","url":null,"abstract":"ABSTRACTThis article presents the use of simulation-based learning (SBL) for master-level school social work students at a public university in the Midwest. Findings based on the use of four school-specific case scenarios and subsequent focus group discussions suggest that live simulations can serve as a model to engage students by presenting curricula in a relevant and experiential fashion. SBL supported the creation of new meaning and understanding of school social work practice that students will eventually integrate into their own practice. Findings support the integration of simulations in the classroom as an effective pedagogical approach for school social work instruction.KEYWORDS: Simulation-based learningschool social workinstructionsocial work skills and competenciesvalues and ethics AcknowledgmentsWe thank all students who participated in this evaluation study. Additionally, we thank Tony Hillen for the technical assistance provided for the simulation laboratories and all the doctoral students who supported the simulation laboratories. We acknowledge the actors and actresses from The Station Theatre who provided their time and professional services for enacting the scenarios in the simulation laboratories. Lastly, we thank the faculty and staff at the Illinois Solar Decathlon House for their help with organizing the labs. The simulation lab activities were supported by a grant from the University of Illinois Provost’s Initiative on Teaching Advancement.Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136032498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-08DOI: 10.1080/08841233.2023.2248211
Kate Chaffin
Studies highlight online education’s effectiveness; however, few examine theoretical frameworks for guiding pedagogy in online MSW programs. Patriarchal systems create policy and program inequities in higher education, hindering student achievement. Confronting these inequities is essential in designing successful online MSW programs. This conceptual paper asserts that utilizing a critical feminist perspective promotes nontraditional and minoritized students’ unique needs. Educators can prioritize student success by examining systems of oppression and the intersectionality of gender, race, ethnicity, sexuality, religion, and disabilities in online environments. Utilizing critical feminist perspectives enhances student experiences by operationalizing inclusivity and and should be measured as student success and engagement in an online graduate course.
{"title":"Online Graduate Social Work Education and Critical Feminist Perspectives: An Educational Framework","authors":"Kate Chaffin","doi":"10.1080/08841233.2023.2248211","DOIUrl":"https://doi.org/10.1080/08841233.2023.2248211","url":null,"abstract":"Studies highlight online education’s effectiveness; however, few examine theoretical frameworks for guiding pedagogy in online MSW programs. Patriarchal systems create policy and program inequities in higher education, hindering student achievement. Confronting these inequities is essential in designing successful online MSW programs. This conceptual paper asserts that utilizing a critical feminist perspective promotes nontraditional and minoritized students’ unique needs. Educators can prioritize student success by examining systems of oppression and the intersectionality of gender, race, ethnicity, sexuality, religion, and disabilities in online environments. Utilizing critical feminist perspectives enhances student experiences by operationalizing inclusivity and and should be measured as student success and engagement in an online graduate course.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135840417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-08DOI: 10.1080/08841233.2023.2254657
Daisy N. Rios, Patrick E. Borel, Rebecca A. Morris, Michele Eggers, Molly Calhoun, Sue Steiner
ABSTRACT The increased national focus on racism and white supremacy has encouraged social workers to look more closely at racism in the profession, which includes racism that occurs in social work education. This study specifically examines social work students’ experiences with racism in social work classes. A convenience sample of current and former students (n = 293) provided quantitative and qualitative responses to a survey that was sent to social work programs and posted on social work-related websites. Findings indicated that half of the students of color and one-third of the white students experienced or witnessed racist incidents in social work classes, perpetrated by students and faculty alike. Though the vast majority of respondents noted that the classroom generally was a safe environment to discuss race, and that they felt comfortable voicing concerns about racism, only half of the incidents were addressed, and it was usually students, not faculty, who raised concerns about the incidents. Through centering student voices, this study supports the need for actions to be taken by schools of social work to prevent and to address racism in the classroom.
{"title":"Student Experiences of Racism in the Social Work Classroom","authors":"Daisy N. Rios, Patrick E. Borel, Rebecca A. Morris, Michele Eggers, Molly Calhoun, Sue Steiner","doi":"10.1080/08841233.2023.2254657","DOIUrl":"https://doi.org/10.1080/08841233.2023.2254657","url":null,"abstract":"ABSTRACT The increased national focus on racism and white supremacy has encouraged social workers to look more closely at racism in the profession, which includes racism that occurs in social work education. This study specifically examines social work students’ experiences with racism in social work classes. A convenience sample of current and former students (n = 293) provided quantitative and qualitative responses to a survey that was sent to social work programs and posted on social work-related websites. Findings indicated that half of the students of color and one-third of the white students experienced or witnessed racist incidents in social work classes, perpetrated by students and faculty alike. Though the vast majority of respondents noted that the classroom generally was a safe environment to discuss race, and that they felt comfortable voicing concerns about racism, only half of the incidents were addressed, and it was usually students, not faculty, who raised concerns about the incidents. Through centering student voices, this study supports the need for actions to be taken by schools of social work to prevent and to address racism in the classroom.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"43 1","pages":"415 - 431"},"PeriodicalIF":0.8,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45771710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-08DOI: 10.1080/08841233.2023.2246155
Brittanie Atteberry-Ash, Brendon T. Holloway, N. Eugene Walls
Despite its central role in social work practice and education, little is known about how social justice is operationalized within the discipline. One aspect that may shed light on how the field engages the construct of social justice is through understanding more about recognition of privilege. This study examines how demographic differences, psychosocial predictors, and social work program variables may be related to increased levels of heterosexual and cisgender privilege awareness among social work students. In the heterosexual privilege model (N = 585), increased privilege awareness was associated with identifying as a cisgender woman, a more liberal political orientation, completing a course on power, privilege, and oppression, a critical endorsement of social justice, and being a 2-year MSW or doctoral student. In the cisgender privilege model (N = 758), predictors of increased privilege awareness included identifying as a cisgender woman, identifying as gay, a more liberal political orientation, completing a course on power, privilege, and oppression, a critical endorsement of social justice, and being a 2-year MSW or doctoral student. The findings demonstrate the importance of understanding social justice from a critical perspective and for educators to effectively communicate the connections between social justice and social work practice. Effective strategies to do this are discussed.
{"title":"Endorsement of Critical Social Justice and Privilege: Heterosexual and Cisgender Privilege Awareness Among Social Work Students in the US","authors":"Brittanie Atteberry-Ash, Brendon T. Holloway, N. Eugene Walls","doi":"10.1080/08841233.2023.2246155","DOIUrl":"https://doi.org/10.1080/08841233.2023.2246155","url":null,"abstract":"Despite its central role in social work practice and education, little is known about how social justice is operationalized within the discipline. One aspect that may shed light on how the field engages the construct of social justice is through understanding more about recognition of privilege. This study examines how demographic differences, psychosocial predictors, and social work program variables may be related to increased levels of heterosexual and cisgender privilege awareness among social work students. In the heterosexual privilege model (N = 585), increased privilege awareness was associated with identifying as a cisgender woman, a more liberal political orientation, completing a course on power, privilege, and oppression, a critical endorsement of social justice, and being a 2-year MSW or doctoral student. In the cisgender privilege model (N = 758), predictors of increased privilege awareness included identifying as a cisgender woman, identifying as gay, a more liberal political orientation, completing a course on power, privilege, and oppression, a critical endorsement of social justice, and being a 2-year MSW or doctoral student. The findings demonstrate the importance of understanding social justice from a critical perspective and for educators to effectively communicate the connections between social justice and social work practice. Effective strategies to do this are discussed.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"245 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135840416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-08DOI: 10.1080/08841233.2023.2248206
M.K. Arundel, Sarah Morrison, Andrew Mantulak, Rick Csiernik
On March 11, 2020, the World Health Organization declared a global pandemic as a result of the spread of the COVID-19 coronavirus, a severe acute respiratory syndrome. Public health authorities throughout Canada were emphasizing early detection, physical distancing, hand washing, sheltering in place through household and self-isolation, and the closing of schools and businesses. For universities it meant the cancelation of classes and an immediate move to virtual or online learning to finish semesters, some of which were within weeks of completion, others that were just beginning. For the School of Social Work at King’s University College, London, Ontario, Canada, the restrictions and limitations imposed by the pandemic had far reaching implications that went beyond a disruption in classroom instruction and also meant terminating or suspending field practicums. Rather than having student learning succumb to the virus, the School of Social Work instituted a creative solution that involved the students developing Remote Learning Plans with the support of their Field Instructors and Faculty Consultants who would serve to minimize the disruption to the students’ learning. This study explores the student experience in moving to remote learning plans – specifically what challenges, changes, and opportunities for growth it provided.
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