‘It simplifies research!’: impact of a song lyrics exercise among MSW students

ABSTRACT

The use of pop culture sources in social work education enhances the learning of MSW students in the human behavior, policy and diversity courses. Pop culture sources can enhance learning because of the potential for a quicker recall of content, revealing hidden talents and sophisticated understanding of the concepts, and making the assignments more enjoyable for students. However, the impact of utilizing pop culture sources among MSW students in research courses remains unknown. It is imperative that contemporary teaching modalities be implemented in research courses because MSW students have mixed feelings about taking research classes and conducting research of their own. The purpose of this article is to report findings of the implementation of a pop culture source-analyzing song lyrics-in an introductory MSW research class at one university in the USA. Qualitative and quantitative data were collected from (N = 17) MSW students. Findings lend support to utilizing the song lyrics exercise, as students reported enhanced self-efficacy and knowledge of the research process. Future research should assess the impact of this activity with larger samples.     

Navigating the gendered academy: women in social work academia

ABSTRACT

Women fare less well than men across all academic disciplines: they are less likely to be promoted, they earn less, and many more professors are men. There has, however, been little analysis to date of the experience of women in social work education, a discipline that has historically had higher representation of female staff and students. This study set out to explore women in the social work academy through a case-study of social work education in Scotland. A mixed-methods approach was used, including a review of relevant literature; an online survey of women and men academics in social work education; and semi-structured interviews with female social work leaders, past and present. The study found that women in the social work academy faced the same pressures as other women in higher education; some of these pressures were also shared by men. Most significant, however, was the extent to which women in social work academia experienced twin challenges, firstly, as female academics and secondly, as female social work academics in a discipline that struggles for recognition in the academy. We conclude that this makes for a contradictory and, at times, ambiguous experience for women as they navigate the gendered academy.     

Are college students health literate?

Abstract

Objective: To examine the health literacy of college students. Participants: A convenience sample of 245 graduate and undergraduate college students. Methods: During February–April of 2018 participants completed the Short Test of Functional Health Literacy which assessed literacy on two passages describing a thyroid scan, and basic healthcare insurance information. Results: Most college students displayed adequate health literacy (99.2%). The ANOVA analyses revealed college classification was the most significant predictor, followed by ethnicity, sex, and primary language. Age was significantly related to health literacy, when holding college classification constant. Interestingly, college major, healthcare work experience, or having health care credentials were not predictors of health literacy. Conclusion: This group of college students had adequate health literacy skills. However, the results of this study revealed demographic disparities that suggest further study.     

The understudied half of undergraduates: Risky sexual behaviors among community college students

Abstract

Objective: This study examines the prevalence and risk factors associated with risky sexual behaviors in community college students. Participants: A diverse sample of 18–19-year-old community college students (N?=?264). Methods: Baseline data from an online prevention program administered in 2015. Results: Community college students in this sample disproportionately experienced sexual assault and were unlikely to test for STIs. Higher intentions to engage in risky sexual behaviors were associated with gender and sexual experience, but also with having lower intentions to communicate with a sexual partner about pregnancy and STIs, and having higher gender norm endorsement. Conclusions: Older adolescents attending community colleges may be at high risk for poor sexual health outcomes, and appropriate theory-based education should be tailored to meet the needs of these underserved students.     

Unequally Adrift: How Social Class and College Context Shape Students’ Mentorship Experiences

Faculty mentorship is a highly advantageous yet under-explored form of social capital which can grant access to co-curriculars (e.g., research assistantships), ensure strong letters of recommendation, and more. It is also typically informal and dependent on student initiative, requiring that students be skilled at engaging educational authority figures. Privileged students are most likely to have such skills as part of their dominant cultural capital, making faculty mentorship a site of social reproduction. To explore variations in this process, I compare two institution types: a small, teaching/undergraduate-focused regional university and a large, research-intensive flagship. In interviews with 68 working- and upper-middle-class students, I find that college context mediates the relationship of class background and faculty mentorship. Upper-middle-class students fostered advantageous faculty relationships at both universities, but working-class students diverged: at the flagship, they rarely approached professors in search of mentorship, while those at the regional university described close, beneficial connections with professors. I discuss working-class students’ dissimilar experiences in terms of each university’s structural and cultural characteristics (organizational habitus), particularly their institutional focus and size. I argue that through their particular organizational features, colleges can both reproduce and reduce inequalities, challenging the determinacy of precollege socialization in education.     

Potentials of care: The uncertain politics of social and emotional ability and difference in American childhood

This article examines middle class children's and parents' complex engagements with contemporary practices of cultivation, care and surveillance focused on children's social and emotional capacities and differences. Emblematic of a sociality and emotion-focused biopolitics of childhood, such care provokes moments of spontaneous connection and self-expression for children even as they engage dynamics of disciplining control and normalisation, an outcome that may work against and towards the objectives of care. Moreover, parental investments in social–emotional care reveal adults' conflicted implication in dynamics of child normalisation, and the potential of this form of caretaking to generate politically valuable empathic insight.     

Towards congruence between teachers’ intentions and practice in intercultural education

ABSTRACT

The purpose of this study is to explore the relationship between teacher beliefs pertaining to cultural diversity and their actual teaching activities. Using a model-based approach, this study looks at beliefs regarding diversity issues at both the theoretical and empirical levels. At the theoretical level, we attempt to systematise the many meanings of ‘beliefs’ found in the literature. At the empirical level, we examine the link between theory, beliefs, and teaching activities relating to diversity, using integrated analysis tools. To accomplish this, we used a qualitative methodological approach to examine the relationship between theory and practice in education. The sample consisted of 45 in-service primary teachers. The first results showed a gap between what teachers tend to say and what they actually do. We argue that future research needs to focus on the effects of teacher beliefs on teacher practice, with special attention devoted to the reflective process.     

The role of reflexive thought in the achievement of intercultural competence

ABSTRACT

Reflexivity refers to the capacity for individuals to understand the cultural system and manage their own position within it. Reflexivity is a key concept in the understanding of intercultural communication, particularly in recognising the ability for individuals to understand and adapt to new cultural contexts. However, the prevailing methods used in intercultural communication (namely that of intercultural competencies) do not place a great emphasis on the role of reflexivity in achieving cultural adaptation. In this paper, I argue for the central positioning of the concept of reflexivity in intercultural education as a mechanism which mediates between intercultural experiences and individual behaviour. I present evidence of the reflexive sequence (subject-object-subject) from the reflections of a cohort of students (n = 19). Finally, I suggest a pedagogical instrument (a heuristic) for empirically exploring reflexivity in intercultural communication.