Scholarly Productivity of Social Work Graduate Programs

Abstract

This research compares the scholarly productivity of ten leading social work graduate programs with 35 randomly selected Council on Social Work Education (CSWE) accredited graduate programs. The data reports that, when comparing group averages, the ten leading social work programs had greater scholarly productivity than the 35 randomly selected programs. These findings were statistically significant. However, when comparing individual programs, a notable number of the randomly selected graduate programs had much higher rates of scholarly productivity than some of the ten leading social work graduate programs. The implications of these findings for social work practice and education are discussed.     

Utilization of the interprofessional education,practice, and research model in HBCU social work education

ABSTRACT

Historically Black colleges and universities (HBCUs) are often overlooked as a resource to address the need for a diverse healthcare workforce even though they are an essential component of ensuring diversity. In order to meet the needs of the current patient population, HBCUs’ social work programs must move from silo education, practice, and research pedagogy to inter-professional education (IPE), practice (IPP), and research (IPR) modalities when developing partnerships that promote the elimination of health disparities. This article discusses the contributions of a HBCU’s School of Social Work to the growth of IPE, IPP, and IPR utilizing the Ujima principle of Nguzo Saba. The projects developed were an attempt to provide meaningful and relevant education to social work students while exposing them to a collaborative inter-professional education, practice, and research experience. The three social work projects included intra-university and social community collaborations and exposing students to experiential inter-professional education, practice, and experimental learning. This is an opportunity for social work students to become involved in the evolving best practices pedagogy for inter-professional education, practice, and research which social work must embrace in order to fulfill the National Association of Social Workers imperative of preparing students to work in collaborative health care teams. The expected outcomes of these inter-professional ventures reflect a HBCU’s commitment to increasing the competency in inter-professional modalities aimed at supporting, empowering, and preparing high caliber diverse graduates who will grow the future and lead the world as a diverse healthcare workforce.     

From these roots: The role of historically Black colleges and universities in preparing the nation’s gerontologists for an aging society

ABSTRACT

The aging of the United States population is creating an increased need for social workers and other helping professionals with training in gerontology. Recent estimates indicate that less than 3% of MSW students are enrolled in an aging concentration, as compared to 19% enrolled in children/youth concentrations. In addition, the phenomenon of a diverse baby boomer generation joining the ranks of persons age 65 and older has created a plethora of scholarship and curriculum development aimed at readying the aging network for the unprecedented growth of older persons. Social work can make unique professional contributions to the field of gerontology and older persons. This study asserts, however, that social work is not adequately prepared to practice in an increasingly diverse aging society. The social work profession has articulated commitments to acknowledging and affirming how diversity and culture shape the human experience and to developing social workers who can competently engage in research-informed practice and practice-informed research. However, there remains a need in social work education for more widespread use of culturally relevant pedagogies that can help achieve these goals. Informed by both the Afrocentric and Black perspectives, this study presents a content analysis of the curricula infused at two historically Black universities. The nature and extent of the contributions of historically Black universities to social work education is the focus of this article. The scope of this investigation also includes the identification of prominent Black social work educators and discusses the implications of these perspectives for more culturally informed gerontology curricula that promote culturally competent gerontological social workers.     

Internet-Based Instruction as an Innovative Approach to Managing Prerequisite Curriculum Content in a Graduate Social Work Program

SUMMARY

Students admitted to graduate social work programs possess varying levels of understanding of prerequisite curriculum content. Compounding this situation is that social work educators teaching at the foundation level are now required to provide an expanded array of curriculum content in their courses. This article conceptualizes an Internet-Based orientation course as a unique tool for preparing students with prerequisite curriculum content necessary for successful integration and mastery of a graduate curriculum. Several steps are presented in the design and development of the course: obtaining support and approval, identifying and collecting data, designing and developing course components, and implementing and evaluating the course. Although course development occurs within a social work education setting, findings from this Internet-Based orientation course are applicable to other educational and human service settings.     

Context-driven gero-infusion: lessons learned from a curriculum development institute cohort

This article describes and compares the successes and challenges experienced by three social work programs in the United States working to infuse geriatric competencies into foundation Master of Social Work (MSW) courses, including field education. Adhering to the Planned Change Model each project utilized a range of approaches and strategies that emerged in each setting’s unique organizational and community context. This article examines and analyzes three context-driven accounts of curricular infusion for gerontological social work and lessons learned in this effort to establish gerontology as part of the implicit curriculum in social work programs in universities diverse in mission, size, programming priorities, and student population. Given the experiences of these programs, following the Planned Change Model, maintaining the context as being central to the process, anticipating common challenges, and preparing to engage strategies to overcome challenges are offered as recommendations for successful infusion and sustainment of the efforts.     

A mixed-method exploratory study of interprofessional education in social work at historically Black colleges and universities: A faculty perspective

ABSTRACT

A mixed-method approach was used to capture social work faculty experiences in integrating interprofessional education (IPE) in the social work curriculum at historically Black colleges and universities (HBCUs). Questions measured attitudes, needs, preparation, and readiness of HBCU faculty to participate in preprofessional and graduate IPE courses. Both quantitative and qualitative analyses were used. The 23 participants indicated that there was strong interest and endorsement for participation in IPE as an educational tool to improve interdisciplinary team work and social care outcomes. However, faculty had limited previous involvement with IPE courses. Many partners were identified for IPE courses with almost all endorsing alcohol and substance abuse counseling, mental health counseling, public health, early childhood education, nursing, rehabilitation counseling, school of divinity, and school of psychology. The following IPE teaching methods were endorsed by almost all of the faculty: seminars, IPE common tools, case analysis, collaborative assessment, role playing, and experiential activities. Qualitative analysis of the open-ended questions yielded five themes: designing/evaluating IPE programs, embedding IPE courses in the social work curriculum, facilitating trust among faculty, removing negative IPE stereotypes, and IPE courses sustainability. The study contributes vital information about an important group of stakeholders whose participation in IPE, heretofore not mentioned in the IPE literature, needs to be integrated. We recommend that the IPE higher education community work with HBCUs to implement IPE.     

Are you ready? Qualifying social work students’ perception of their preparedness to work competently with service users from sexual and gender minority communities

Social workers come into contact with lesbian, gay and bisexual and trans people in all areas of their practice and across all service user groups. In line with professional requirements, social work educators must ensure that students who complete qualifying programmes successfully meet the standards expected of them as registered social workers, including those around diversity. This study aims to explore the extent to which qualifying social work students feel prepared to practise competently with people from sexual and gender minority communities. Semi-structured interviews were conducted with final-year social work students at one university in southern England and the results were analysed using thematic analysis. Whilst these students report feeling generally prepared to practise with sexual minority communities, they report feeling unprepared to practise competently with gender minority communities. Themes that emerged in relation to students’ perceived lack of preparedness included unfamiliarity, limited knowledge, fear and an absence of opportunities to consider relevant issues during their social work training. Whilst this research relates to a small-scale study at one university, these findings may have broader implications for social work educators in terms of course planning and delivery, particularly around ensuring that students feel ready for practise with all service users.     

Cultural history analysis and professional humility: historical context and social work practice

This article explores the importance of history context to the cultural humility of the social work profession. Four graduate student reflections on history context using simplified cultural history method are used to illustrate how important it is to take a critical approach to social work policy and macro practice history. An important element of cultural humility is becoming conscious of social work blind spots on an interpersonal and professional level. Social workers have been involved in institutional practices in the past that are now considered insensitive to cultural difference. The profession has, at times, supported practices of discrimination. Thoughtful history analysis allows social work students and educators to begin to reveal blindness in the past that could help provide insight into current implicit bias and unintentional injustice.     

Evaluation of Distance Education Programs in Social Work

SUMMARY

Social work courses and programs delivered with distance technologies continue to increase in number. This article reports on current social work education research on distance courses and programs, and makes recommendations for future distance education research. Distance education research in other fields is described to give context for social work efforts.     

Social Work Students' Perceptions of Poverty

ABSTRACT

Over a period of 14 years (1991-2004), graduate social work students (n = 2,213) in ten California schools were surveyed about their perceptions of poverty as they entered and exited their graduate programs. Entering students expressed preferences for societal/institutional change methods to address poverty, as opposed to methods of individual adaptation and were even more inclined upon graduation. Implications for social work education and practice are identified.     

Implementing media literacy training for social work programs at HBCUs: A literary analysis of barriers and opportunities

ABSTRACT

The image of the social work profession in the media is problematic for many reasons. Social work and its practitioners are often depicted as incompetent, ineffective, and unnecessary. Despite the necessity of the services provided to the public by social workers, public opinion of the profession remains low. To reverse the current trend, social work programs, particularly those at historically Black colleges and universities, can begin to provide media literacy training and media awareness within the curriculum to assist future social workers in stemming the tide of negative coverage and portrayals of the profession in the media. Using the media diffusion of information theory as an overview, this literary analysis provides a historical view of the profession and highlights current trends in social work practice, education, and media training.     

Do you see me? The complex experiences of women of color MSW students

Universities have increased the number of female students of color. However, inconsistency remains in terms of the number of women of color in positions of power and privilege. This discussion attempts to forward the dialogue about the challenges as well as the resilience of female students of color based on the experiences of four female African-American students in a graduate social work program at a predominantly white institution (PWI). Participants shared their daily experience of isolation and exclusion in their graduate programs compared to their experience in Historically Black College or Universities (HBCUs). Participants also discussed the divide that exists in institutions, as well as the sustaining forces and implications for education and research.     

A critical examination of key assumptions underlying diversity and social justice courses in social work

This article examines underlying assumptions of Master of Social Work diversity and social justice courses as sites that embody social work’s dual projects of social justice and professionalization. Through a latent content analysis of course syllabi from 27 US-based social work programs, three key assumptions emerged: (1) social workers are members of dominant social groups; (2) cultural competency and anti-oppression are compatible frameworks; (3) self-awareness mitigates oppression. Findings reflect the reification of dominant culture groups in social work and promotion of individual-level skill development over structural change. Implications and recommendations for social work education and future research are discussed.     

Homophobia within schools of social work: the critical need for affirming classroom settings and effective preparation for service with the LGBTQ community

Social work programs must effectively meet the needs of their diverse lesbian, gay, bisexual, transgender, and queer (LGBTQ) student populations as well as effectively train all students to work with minority groups including the LGBTQ community. While many undergraduate and graduate social work programs provide open, supportive, and affirming experiences for LGBTQ students, there remain ongoing challenges related to hostility, stigma, heterosexism, and homophobia within classroom settings across programs in the US and Canada. This study examines classroom experiences of homophobia among 1,018 social work students. Qualitative data associated with three optional open-ended questions were analyzed utilizing grounded theory. Main qualitative findings identified several major themes associated with social work student experiences of homophobia in the classroom including: (1) Coming out; (2) Faculty inaction; (3) Implicit and explicit content; (4) Direct language and actions; and (5) Religious rationalizations and non-affirming positions. Conclusions and recommendations for social work education are discussed that center around creating safe and affirming classroom settings; the vital role of out faculty, students, and allies; impactful integration of diversity content within curricula, policies, and accreditation standards; ongoing training and mentorship; understanding the role of power and oppression; and a call to action among social work educators and the profession.     

Collaborative Education in a Radical Social Work Course

Abstract

This paper explores the use of social group work in a graduate MSW course on Progressive Social Work Practice co-taught by Jan, a faculty member, Stacy, a current graduate student, and the students enrolled in the course.     

Learning Global Social Conditions: A Broader View for Social Work Students

Today, students are increasingly interested in global issues. To meet this need, social work education must find models to incorporate international content into social work curriculum. This article presents a pedagogical experience to familiarize social work students with comparative social welfare from a global perspective. In a graduate seminar, students utilized data from the United Nations and the World Bank to examine social conditions in different parts of the world in order to gain a broader view of global social conditions. The result was a compilation of profiles highlighting the social conditions of developing countries across different regions of the globe. Furthermore, based on students’ feedback, the benefits of doing such comparative study and the implications for internationalizing social work curriculum are discussed.     

A partnership forged: BSW students and service learning at a historically Black college and university (HBCU) serving urban communities

ABSTRACT

Historically Black colleges and universities (HBCUs) have a long-standing history of engaging the African-American community. In most instances, these institutions are located in predominantly African-American communities. This article intends to offer a discussion of a pedagogical approach used at an HBCU, located in a large mid-Atlantic city. The purpose of this macro-assignment was an effort designed to prepare BSW students for macro-practice with communities through participation in service-learning projects that involved community engagement with urban communities. Outcomes reflect that students have a vested interest in working with underserved communities, which exemplifies the School of Social Work’s mission; said mission is to fully prepare urban social work leaders who are committed to the alleviation of human suffering, social justice, and the improvement of the quality of life for diverse urban populations.     

Asymmetric learning in a short-term,macro-oriented international students’ exchange: an exploratory study

International social work organizations’ call for a Global Agenda for Social Work and Social Development emphasizes promotion of social justice-oriented policies. A major challenge for international student exchange programs, especially when the visitors are from affluent countries, is to overcome the asymmetric process of the relative lack of power, in student hosts’ in comparison to student visitors’ relationships, as well as to focus on macro-practice orientation. Through analyzing a case study of student exchange, we propose a set of pedagogical strategies that may help to overcome these challenges through using processes of mirroring to address this asymmetric situation. This exploratory research is based on a three-year assessment of a short-term, macro-oriented MSW travel study course between graduate students from two universities (in the US and in Israel) using an exchange framework. It includes a comparison of joint experiences of students using both written and arts-based data. The findings demonstrate that the use of relationship building and mirroring enables both hosts and guests to learn about their own macro-reality through the eyes of the others and helps diffuse asymmetry and create relationships not only on the micro-, but also macro-levels. Implications for teaching methods in international courses are discussed.