Civic Literacy and Social Work Education: Results From a Multi-Site Study

Given the decline in civic literacy among Americans, social work educators can no longer assume that students come prepared with the civic knowledge necessary for competent advocacy or policy practice. This article examines rates of civic knowledge among social work students at four social work education programs across the United States (U.S.). Findings indicate that although social work students score higher than the general U.S. adult population, their civic knowledge scores are still low, with nearly a third of these students falling in the failing range. Results suggest that social work students need additional content on civic knowledge.     

The social construction of peacekeeping in America

Although other nations have participated extensively in international peacekeeping operations, the use of American soldiers as peacekeepers is a recent change in their military role, and is not well understood by American society, the U.S. Army, the soldiers, or their wives. We use a social constructionist perspective, which has rarely been applied to the study of the American military, to analyze the definition of peacekeeping missions and of the nature of the military, by soldiers assigned to peacekeeping duty, their families, and other social institutions such as communications media and churches. We suggest that, because peacekeeping is an inherently ambiguous process, this theoretical perspective may prove useful in understanding the social definition of the emerging military role of peacekeeper.     

TEACHING SOCIAL WELFARE POLICY: A COMPARISON OF TWO PEDAGOGICAL APPROACHES

The use of experiential approaches to teach social welfare policy suggests that such methods may increase undergraduate social work students' knowledge of and skill in working on social and economic justice issues. This article compares 2 such methods using qualitative and quantitative approaches. The first teaches social welfare policy as a service learning course and the second integrates social welfare policy into the students' practicum experience. The authors conclude that both approaches are equally effective in helping students to increase their knowledge of policy concepts and may help students feel more competent in using policy-related skills.     

Comfort Women: Enhancing Students’ Global Awareness through Human Right Education

Abstract

Teaching about the comfort women of World War II offers a compelling case study for the social studies classroom and human rights education. The topic will educate students to become knowledgeable about the larger world and its dark histories that have been omitted or scarcely mentioned in U.S. history textbooks. This article provides high school social studies teachers with the historical background of comfort women, rationales for including this topic in social studies curriculum, and teaching strategies and resources that teachers can use in their classrooms.     

The Social Care Work Portfolio: An Aid to Integrated Learning and Reflection in Social Care Training

The focus of the paper is on the use of a specifically designed portfolio in social care training as an aid to both integrated learning and reflection. Integrated learning is achieved through the use of discrete sections in the portfolio which require students to discuss their practice placement agencies from perspectives that demonstrate their understanding of subjects such as theories and practices of social care, psychology, social policy, legal studies. Reflection, which is considered a core element of social care training, is examined as a learning tool. A model for the promotion of reflection is presented to help students gain new perspectives on their learning experiences. Criteria for the assessment of both integrated learning and use of reflection are discussed. Some comments of students, recorded during the evaluation process, are presented as evidence of their learning through the use of the portfolio model.     

The Generational Effects on Collective Memories in the Context of International Migration: The Collective Memories of Koreans in South Korea and the U.S.

This article examines generational effects on collective memories of Korean history, while taking into account international migration. We asked 216 subjects in South Korea and the United States to name three important events in Korean history and to provide reasons for their selections. We found generational effects in both countries in a similar pattern. This is a remarkable social achievement of the U.S. emigrant subjects. The current study adds a cross-cultural perspective to the literature on collective memories, which has focused predominantly on U.S. and Western case studies. By comparing memories of people who share a national origin but live in different cultural contexts, the current study also intersects collective memories studies in other fields such as transnationalism and diaspora. Our findings suggest that future studies can benefit from a transnational approach to collective memories, which may or may not circulate across borders.     

Why Macro Practice Matters

This article asserts that macro practice is increasingly important in today’s rapidly changing and complex practice environment. It briefly explores the history of macro practice in U.S. social work, summarizes its major contributions to the profession and to U.S. society, and provides some suggestions for how social work programs can expand interest in macro practice among their students and increase the number of students who pursue macro-oriented careers.     

The Impact of Temporary Labor Migration on Mexican Children's Educational Aspirations and Performance1

This article examines how temporary U.S. labor migration by family members and by students affects the educational aspirations and performance of those same students growing up in Mexican migrant communities. Labor migration affects these children in two ways. First it brings remitted U.S. earnings into the household which allows parents to provide more education for their children and reduce the need for children's labor. Higher incomes are also associated with numerous factors that improve the general well‐being of children, as reflected in various indicators including higher school grades. Labor migration also has negative impacts on children. In addition to family stress and behavioral problems with adolescents due to parental and sibling absence, migration provides an example of an alternative route to economic mobility. Children growing up in migrant households have access to information and social networks that reduce their likelihood of migration failure should they choose this alternative to the Mexican labor market. We analyze a unique data set from a stratified random sample of 7600 grammar, junior high, and high school‐level students in a state capital, a large town, and 25 rural communities in a Mexican migrant‐sending state. We find that high levels of U.S. migration are associated with lower aspirations to attend a university at all academic levels. We find, however, a positive relationship between U.S. migration and grades. We conclude that while U.S. migration provides financial benefits that allow children to continue schooling and perform well, it may also reduce the motivation to attain above‐average years of schooling.     

Are minority women sociologists in double jeopardy?

We examine whether minority women in academic sociology face disadvantages that exceed those that would be expected by simply compounding the disadvantage of being a woman with that of being nonwhite or Hispanic. In a national survey of sociology departments, evidence of such “double jeopardy” appears in minority women’s severe underrepresentation among full professors, in both very small and very large departments, in undergraduate programs, in the Northeast, and in public institutions. Minority women are somewhat better represented among graduate students, but disadvantaged relative to minority men in their share of financial support. A pool of doctoral students now exists from which minority women faculty may be recruited, but these women appear to be leaving faculties faster than they are being replaced. His research interests include intergenerational family structure, social support across the life course, and U.S. antipoverty policy. He is currently collaborating on a longitudinal study of institutional predictors of the pace of affirmative action for women faculty in sociology. Her major research interest is in the area of work and personality. She is collaborating on a longitudinal study of women and minorities in U.S. sociology departments.     

U.S. Immigration Policies, 1798-1992

U.S. policy towards immigrants since 1798 serves as a clear window through which to view both change and continuity in official resistance to the growth of a multicultural nation. Traditions of nativism, racism, and xenophobia are clearly documented in the history of immigration policy. So also are efforts to supplant these virulent traditions with greater receptivity to demographic diversity. Two centuries of federal policies on immigration, together with case records of social work agencies that served immigrants, constitute excellent texts from which to teach social work students about the historical ambivalence of the people of the United States and their government towards welcoming "others."     

A Case-based Collaborative Learning Model for Teaching Advocacy

Social work graduate school programs focusing on clinical practice have traditionally attended less to the profession's advocacy role. Masters-level clinical social work students, therefore, may not receive adequate training to understand their roles in advocating for or against policies that directly impact their practice. This article proposes a collaborative learning model called ‘Advocacy Week’, which prepares students for a statewide NASW-sponsored Advocacy Day. Using case presentations prepared in collaboration with clinical and policy social work faculty, aspiring clinical social work practitioners are exposed to the relevance of advocacy. Preliminary findings suggest that graduate students exposed to this model become aware of their advocate role as part of their clinical practice, a knowledge which has implications for social work education.     

Reddit and the Social Studies: Exploring the r/Democratic Curriculum

In this article the author seeks to present social studies educators with practical means for using Reddit—an emerging social media website—as a tool for providing students with a democratic education grounded in citizenship and multicultural education. The author focuses on ways in which Reddit offers students the opportunity to learn from experts, explore social studies content that may not be present within a traditional textbook, and voice their opinion in an online community that values equality and democracy among its members.     

The evolution of fetal protection policies

This article examines the evolution of fetal protection policies (FPPs) by detailing their historical legacy and a range of contemporary social forces that have contributed to their maintenance. It is based on a case study of the 1977 U.S. Department of Labor, Occupational Safety and Health Administration (OSHA) hearings to revise the industrial lead standard, the 1991 U.S. Supreme Court decision that such policies are unconstitutional (United Auto Workers v. Johnson Controls, 1991), and the case law preceding that decision. A primary issue is the notion that women and fetuses are disproportionately susceptible to lead. This study reveals the ways in which this belief is framed, disputed, and appropriated by various parties to the fetal protection policy debate. Implications of this case study for family health policy are also discussed. Her research interests include work-family linkages, intergenerational relations, and caregiving across the life course. She received her Ph.D. from The University of Pennsylvania. She gratefully acknowledges Tadlock Cowan and Beth Anne Shelton for helpful comments and Marc Hallee for research assistance.     

The Economic Value of Career Counseling Services for College Students in South Korea

This study investigated college students’ perception of the monetary value of career counseling services by using the contingent valuation method. The results of a multivariate survival analysis based on interviews with a convenience sample of 291 undergraduate students in South Korea indicate that, on average, participants’ expressed willingness to pay (WTP) for such services ranged from U.S. $10.22 to $10.54 per hour of individual career counseling. Self‐stigma and attitudes toward counseling had positive effects on their WTP, whereas the year in college and social stigma had negative effects. The results provide policy makers with preliminary evidence of the monetary value of career counseling.     

A Case Study of the Application of SAMR and TPACK for Reflection on Technology Integration into Two Social Studies Classrooms

As emerging technology continues to enter the social studies classroom, teachers need to approach integration of such technology in a systematic manner to ensure that such technology enhances the learning of their students. Currently, scholars of technology integration advocate for the use of one of two different models, either SAMR or TPACK. This article makes use of a case study process to document a yearlong integration of iPad carts into two neighboring social studies classrooms, as examined through both the SAMR and TPACK lenses. The results provide insights for future social studies teachers and departments wishing to effectively integrate technology into their classrooms.     

Promoting Drug Court Education in Schools of Social Work: Ideas in Action

Drug courts have provided an alternative to incarceration for arrestees with substance use disorders since 1989 in the USA, and the first drug court outside of the USA began in 1998 in Canada. As drug courts continue to increase throughout the world, it is important for social work students to learn about the role of drug courts in their communities, as they may interact with these programs directly or indirectly, whether it is being a member of a task force that begins a drug court or providing substance abuse treatment to participants. This Ideas in Action article conceptualizes drug courts and discusses their relevance for social work education. The article also proposes several direct service-learning techniques, such as completing practicums and course projects, which can be used within schools of social work to educate students about drug courts and promote civic engagement, reflection, and reciprocity.     

What Drives Progressive Policy? Institutional Politics,Political Mediation,Policy Feedbacks,and Early U.S. Old‐Age Policy

What drives progressive public policy? Because progressive policy challenges the interests of powerful people and interests that dominate policy making, it is puzzling that progressive policy ever happens. This article addresses this question by modeling and appraising institutional political, political mediation, and policy feedback theories and models of progressive policy making. Institutional political theory focuses on political institutional conditions, bureaucratic development, election results, and public opinion. Political mediation theory holds that social movements can have influence over progressive policy under favorable political conditions. Policy feedback theory holds that programs will be self‐reinforcing under certain conditions. The article goes beyond previous research by including and analyzing public opinion in institutional political and political mediation models and addressing positive policy feedbacks. We appraise five models derived from these three theories through fuzzy set qualitative comparative analyses of the generosity of early old‐age policy across U.S. states at two key moments. We find some support for each theory, and the results suggest that they are complementary. Left regimes or social movements can initiate progressive policy, which can be reinforced for the long term through positive policy feedback mechanisms. We discuss the implications for current U.S. politics and for progressive policy elsewhere.     

Ethnic pride, biculturalism, and drug use norms of urban American Indian adolescents

This study examines how strength of ethnic identity, multiethnic identity, and other indicators of biculturalism relate to the drug use norms of urban American Indian middle school students. The article distinguishes categories of norms that may affect drug use. Regression analysis of self-reports by 434 American Indian seventh graders attending middle schools in a large southwestern U.S. city indicated that students who had a more intense sense of ethnic pride adhered more strongly to certain antidrug norms than those who did not. Whereas American Indian students with better grades in school held consistently stronger antidrug norms, there were few differences by gender, socioeconomic status, or age. These results have implications in social work practice for better understanding and strengthening the protective aspects of American Indian culture in drug prevention efforts.     

The American Civil Rights Movement Reconsidered: Teaching the Role of Women

Abstract

This article examines coverage in social studies curriculum and U.S. history textbooks, specifically, of women in the American Civil Rights Movement (CRM) and considers how social studies teachers can broaden the narrative they teach to include more gender-related issues and the work of women activists. The author found that despite a rich body of scholarship focused on women in the CRM, textbooks, which still serve as the central curriculum documents in most secondary social studies classrooms, provide a relatively cursory treatment of women’s roles in the movement. The context of women’s activism and the intersections of race and gender, particularly around sexual violence and sexism within the movement, are rarely examined. To address this problem, the author provides examples of critical issues confronted by African American women in the era of the CRM as well as examples of activists that teachers could incorporate into their CRM units. In addition, the author argues that an inclusive study of the American CRM provides an excellent opportunity for students to develop an understanding of the many ways in which women and girls—often in the face of great personal danger—acted with courage and skill in the fight for racial justice.     

Teaching Note―Conceptualization of a Contemporary Social Work Ethics Course

This article outlines the conceptualization of a contemporary social work course for the foundation level of a midwestern U.S. master’s of social work program. The conceptualization uses problem-based and applied learning and reflective thinking with attention to the developmental level of students. A brief review of factors to be considered in teaching social work ethics is included. Student learning beyond the National Association of Social Workers’ Code of Ethics is described as well as the use of an ethical decision-making model.