The growth of survey research in the United States: Government-sponsored surveys, 1984-2004

Although it is widely assumed that survey requests to the general public have grown steadily over time, there are no good studies documenting the trend. This article describes the growth in survey requests from one sector of the industry: the US government. Using the 83-I clearance forms that agencies must file with the Office of Management and Budget in order to collect information from the public, we estimate the changes between 1984 and 2004 in the number of federal government surveys, number of respondents interviewed, average survey lengths, and total survey hours. In addition, we compare the changes in these variables with the changes in a measure of dollars spent on the surveys. The results are discussed in the context of the “over-surveying” explanation for the long-term decline in response rates to surveys.     

Māori experiences of multiple forms of discrimination: findings from Te Kupenga 2013

ABSTRACT

Comprehensive exploration of Māori experiences of discrimination in Aotearoa New Zealand remains limited, particularly in relation to exposure to multiple and interlocking forms of discrimination. This paper presents findings from a secondary analysis of Te Kupenga 2013, the first Māori Social Survey, examining patterning and prevalence of different forms of discrimination for Māori (n?=?5,549). Māori report experiencing multiple forms of discrimination, both over their lifetimes and within the last year. Although racial discrimination was the most commonly reported form, Māori also experience discrimination on the basis of other grounds including age, gender, and income. Māori also report exposure to multiple forms of discrimination. Discrimination occurred in a range of settings, with schools and workplaces common sites. The findings support the lived reality of Māori that racial and other forms of discrimination are pervasive, and experienced in multiple domains across the life course, representing a persistent breach of rights. It is critical that other forms of discrimination are measured alongside racism in order to understand and address the realities of multiple discrimination for Māori in Aotearoa New Zealand.     

Measures of Disadvantage: is Car Ownership a Good Indicator?

A need to better understand the multidimensional nature of disadvantage is leading to the adoption of a wider range of measurement variables. One variable now commonly adopted is zero car ownership. This paper challenges the logic of including ‘not having a car’ as an indicator of disadvantage. It argues that this can distort the real picture of disadvantage. It presents evidence to show that zero car ownership can be a positive feature of low income households and that conversely high car ownership can put significant financial stress on households with low income.     

Great Expectations: The Growing Divide between Students and Social Work Educators

This article examines and reflects upon initial findings from a longitudinal study evaluating the experiences and views of students on professional social work programmes across four higher education institutes in the North West of England, on the BA and the MA routes. The paper focuses on one aspect of this study; the students' experience of assessment. In particular it examines how students experienced the process of learning, assessment, support and feedback, which was found to be in part shaped by previous educational experiences. The range of assessment methods previously experienced by students was diverse, some of which were more helpful than others in preparing them for their professional training. Lack of foundation subject knowledge presented a challenge to students on both courses, in particular for MA students who were being assessed at ‘M’ level. Unmet expectations of both the amount and type of support created anxiety, frustration and even anger for some. The ‘search for certainty’ led to anxiety amongst many first year students who believed that academics could facilitate the assessment process by providing ‘the answer’. This exploration of assessment reveals, we believe, a growing divide in the expectations of social work students and their educators.     

Implementing an Early Intervention Program for Residential Students Who Present With Suicide Risk: A Case Study

Abstract

Objective: This case study examined the effects of an early intervention program designed to respond to residential college students demonstrating risk for suicide. Participants: Participants were 108 undergraduates at a large northeastern public university referred to an early intervention program subsequent to presenting with risk factors for suicide between Fall 2004 and Spring 2011. Methods: Data were collected from archival records to examine quality of early intervention services, student retention, and grade point average (GPA) during the semesters prior to, during, and subsequent to the referral incident. Results: Program implementation was timely and responsive to student needs; students successfully completing the early intervention program remained in school and demonstrated small but significant rebounds in GPA the semester subsequent to the incident. Conclusions: There are benefits associated with the implementation of early intervention programs designed to respond to students manifesting risk for suicide, such as connecting the student to vital services and support networks.     

Curriculum Planning in Social Work Education

The authors identify two approaches to curriculum planning: rational-linear and heuristic-incremental. To offset the shortcomings of either the authors suggest a synthesis of both in the curriculum planning process. Several applications in using a combined approach illustrate greater flexibility in dealing with curriculum problems. Closely interrelated to the approach to curriculum planning are the factors of the educational continuum, the structure of the curriculum planning body, and the role of administrative leadership. These factors are explored as they impact on the process and outcomes of curriculum planning.     

Change and Deeper Change: Transforming Social Work Education

In recent years, the concept of transformation has become more prevalent in the social work literature; however, its use is quite varied. In this article, I attempt to disentangle some of these uses. I then propose a conceptualization of transformation and discuss its relevance for social work education. In this conceptualization, transformation is considered an orientation to learning and knowing rather than about particular content or an end state. I conclude with some ideas about how this conceptualization might be integrated into social work education.