Scholarship and Research in Social Work: Emerging Challenges

Abstract

One of the defining elements of a profession is its capacity to generate and transmit knowledge about practice. This paper reviews and assesses the state of scholarship and research in social work through diverse perspectives, among them research methods found in the core literature, the scholarly productivity of faculty and doctoral graduates, the research curricula in graduate programs, and the use of scholarship by practitioners. Finally it posits challenges for improving the profession's research training, scholarly production, and knowledge transmission.     

Conceptualizing the Scholarship of Teaching and Learning for Social Work Education

The scholarship of teaching and learning (SoTL) has become a significant social movement. The newest Educational Policy and Accreditation Standards of the Council on Social Work Education explicitly identify SoTL as important in advancing social work education. This article considers social work education’s role, relationship, and responsibility in relation to SoTL. Providing a critical understanding of SoTL’s background, the article summarizes SoTL’s history and current status. Next, we explain the rationale for social work education to focus on SoTL. Then, the article provides pragmatic steps and strategies for performing SoTL. The article concludes with a discussion of specific recommendations for social work education in moving forward in the SoTL movement.     

Reclaiming Our Agency in Academia: Engaging in the Scholarship of Teaching in Social Work

In this paper, I argue that as academics we need to engage in self reflection on our own practice as educators. Among many things, this means looking at ourselves and challenging our own unhelpful arguments that work to rob us of our agency in terms of our scholarship. While beginning with an acknowledgement of broader realities, such as neoliberal agendas, that impact on our experiences of tenure and promotion, I wish to push the discussion further by arguing that one form of resistance to these unjust conditions is to reclaim our agency by revaluing our practice as educators.

Hence, this paper begins with a challenge to some of our unhelpful arguments and proceeds to a discussion of several ideas that could be helpful in furthering our scholarship within a climate where quantity supersedes quality and where ‘productivity’ is the defining feature of success. My hope in writing this article is to offer my reflections and experiences as a way for other young academics to enhance their own scholarship. As such, this paper discusses the importance of writing for publication from an untenured academic's point of view and provides ideas that could assist specifically in engaging in the scholarship of teaching.     

The Social Bases of Environmental Concern: Have They Changed Over Time?1

Abstract Using data obtained from National Opinion Research Center's General Social Surveys (1973–1990), this paper tests two hypotheses concerning possible changes in the sociopolitical correlates of environmental concern. The “broadening base” hypothesis predicts that environmental concern will diffuse throughout the populace, resulting in a broader base of support for environmental protection, while the “economic contingency” hypothesis predicts that the economically deprived will disproportionately withdraw support for environmental protection during poor economic conditions. Analysis of the data over the 18 years, however, failed to lend any clear support for either of the hypotheses. In marked contrast, results indicate that the social bases of environmental concern—at least as measured by the NORC environmental spending item—have remained remarkably stable over nearly two decades despite fluctuating economic, political, and environmental conditions. Younger adults, the well-educated, political liberals, Democrats, those raised and currently living in urban areas, and those employed outside of primary industries were found to be consistently more supportive of environmental protection than were their respective counterparts.     

Movement-relevant Theory: Rethinking Social Movement Scholarship and Activism

The dominant American social movement scholarship has become detached from the concerns of actual social movements. But the dramatic growth of social movement activity in recent years, especially the global justice movement, is creating the conditions for an emerging new direction in social movement scholarship which prioritizes the relevance of such work to the movements themselves. A problem in the current social movement literature is that the different schools of thought tend to overemphasize particular variables and pit them against one another. Rather than simply seeking to emphasize a different variable in the lifecycle of a social movement, a movement-relevant approach has the potential to transcend these schisms (such as structure versus culture). At the same time, this approach does not categorically reject earlier theoretical perspectives, but instead seeks to glean what is most useful for movements from these earlier works. Likewise, this emergent direction entails a dynamic engagement with the research and theorizing already being done by movement participants. In this paper, we explore this growing convergence of movement-relevant scholarship, identifying the academic work being used by movement participants as well as the analysis taking place within the movements themselves, with a particular focus on the global justice movement.     

Family Social Work:

A critical constructionist approach to family services is proposed as a useful framework for family social work. An outline of the foundations and basic ideas of critical constructionism are presented. These ideas are then applied to social work with families. Some practice implications are discussed.     

Occupational Social Work:

No abstract available for this article.     

Dual Role Transition among First Time Pregnant Social Work Student Trainees

Since most social work student trainees are women of child bearing age, every year at least some of them become pregnant in the course of their fieldwork. This study investigates the dual transitions of becoming a mother while becoming a professional among 10 married social work student trainees whose fieldwork training coincided with their first pregnancy. The findings obtained from a cross-case thematic analysis of the contents of semi-structured interviews show that these trainees come to their fieldwork preoccupied with their pregnancy, torn between that and their clients, and feeling guilty and, in some cases, professionally inadequate as a result. They also show that some of them cope with their pregnancies by pushing themselves to over-function in matters that do not involve direct client interaction. The paper ends with practical recommendations to help pregnant trainees free up room for their clients' needs by providing them with opportunities to talk about their own.     

Social Justice and Social Work,A Fierce Urgency: Recommendations for Social Work Social Justice Pedagogy

ABSTRACT

This article addresses the challenge of understanding the meaning and pedagogical application of social justice in social work by presenting and applying the circle of insight framework I created and proposing a social work definition of social justice. In particular, the circle of insight is presented as a tool and a process for critically examining learnings from social justice courses, transforming social justice social work pedagogy, and defining social justice in social work. In the fierce urgency of now, consistent with research findings and the social work profession’s ethical codes and statements, social workers are invited to use the circle of insight process and proposed definition of social justice to engage in social justice–infused social work curricular transformation.     

Sustainable Social Work: An Environmental Justice Framework for Social Work Education

Environmental degradation is not experienced by all populations equally; hazardous and toxic waste sites, resource contamination (e.g., exposure to pesticides), air pollution, and numerous other forms of environmental degradation disproportionately affect low income and minority communities. The communities most affected by environmental injustices are often the same communities where social workers are entrenched in service provision at the individual, family, and community level. In this article, we use a global social work paradigm to describe practical ways in which environmental justice content can be infused in the training and education of social workers across contexts in order to prepare professionals with the skills to respond to ever-increasing global environmental degradation. We discuss ways for social work educators to integrate and frame environmental concerns and their consequences for vulnerable populations using existing social work models and perspectives to improve the social work profession's ability to respond to environmental injustices. There are significant social work implications; social workers need to adapt and respond to contexts that shape our practice, including environmental concerns that impact the vulnerable and oppressed populations that we serve.     

Biography Work: Reflections on Reconstructive Social Work

This paper describes a young refugee's experience of unbearable emotional pain, and its impact on the professionals who work with her. It demonstrates the importance of adequate support for professionals working with refugees; and the difficulties for both individuals and organizations in tolerating the limitations of resources.     

Quantifying Accidents: Cars,Statistics, and Unintended Consequences in the Construction of Social Problems Over Time

This paper investigates the potential effects of a single cultural means of claimsmaking—quantification—on the construction of a social problem through time. By analyzing salient historical uses of statistics in public debates on traffic accidents in the United States, the study seeks to advance the understanding of the role played by numerical claims in the broader dynamics of problem evolution and development. Specifically, key employments of numbers by early automobile clubs, the private insurance industry, safety movement and establishment, and printed media are closely traced and interrelated to flesh out their impacts on dominant representations of the issue over the long term. While numerical claimsmaking produced divergent, often contradictory effects on the construction of the problem, I argue that figures ultimately contributed to the gradual waning of the moralist and political zest that characterized much of the claimsmaking activities on the issue in the first half of the twentieth century. The argument provides one explanation of how traffic accidents can come to be defined in contemporary society as a “necessary evil”—a regrettable yet largely unalterable price to pay for the benefits of the automobile. To the extent that many of these quantification effects are unintended, they are linked to both the nature of statistical argumentation employed in this case and its institutional contexts.     

Social Work Values in Human Services Administration: Implications for Social Work Education

The perceived wisdom in the social work education community, based on empirical research from the 1990s and the early part of this century, says that the master of social work (MSW) degree is not competitive with the master of business administration or the master of public administration to obtain top-level administration jobs in nonprofit agencies. This article reviews recent information on hiring preferences of board chairs that provides new hope that the MSW degree with a concentration in management or administration is perceived as a viable and useful degree for top-level positions in human services agencies. Thus, current board chairs are more inclined to value the MSW than administrators and academics from years past. The reason is that the values of social workers are seen as quite valuable in the current environment.     

Social Justice in the Social Work Classroom: Applying a Professional Value to Social Work Education

Social justice is a primary value of social work and therefore has a place in discussions of social work education pedagogy. This is especially true for conversations pertaining to students who are underprepared, due to educational inequalities, for successful completion of writing assignments at the undergraduate level. If underprepared students are treated as equals to prepared students, then the social inequalities that contributed to or caused a student to be underprepared are perpetuated rather than challenged. The authors explore responses to underprepared students that are consistent with social work's professional value of social justice.