Experiences of adolescent mothers in Costa Rica and the role of parental support

ABSTRACT

Adolescent pregnancy is often thought of as a social problem, one that can cause the adolescent mother hardship, including poverty, low-educational attainment, and housing instability. Although much research has been conducted about adolescent pregnancy in the developed world, less has considered adolescent pregnancy in the developing world. This qualitative study focuses on women who were impoverished in Costa Rica who had been pregnant in adolescence. The goal of the study was to gain a better understanding of the lived experiences of the mothers, as well as the kinds of support they received during and after the pregnancy. The research sample consisted of 22 female participants who were impoverished and had experienced an unintended pregnancy in adolescence. The key finding from this study was that parental support was the most important factor in mitigating adolescent experiences of stress and negative feelings about their choices related to the pregnancy. The study has implications for the understanding of the experiences of women who are vulnerable with respect to adolescent pregnancies in Latin America and for Latina migrants to the United States.     

Applying a social model of disability across the life span

With an estimated 21.3% of persons aged 15 and older experiencing disability in the USA, social workers will see clients present with disabilities across all practice settings and stages of human development. Yet, the training and terminology of social workers—which often closely aligns with medical professionals—may seem to occur in isolating silos or disciplinary theories. Social work education often views the needs of older adults and people with disabilities as two distinct populations, despite the fact that many of these individuals share similar needs for access, resources, and support. Furthermore, when discussing human development, the focus may skew to individual affective, behavioral, and cognitive processes and indicators of abnormal development and frailty. Thus, by clarifying terminology and applying a social model of disability across the life span, we identify how educational efforts related to human behavior and the social environment can promote intersectional and inclusive social work related to aging and disability.     

An empirical assessment of writing and research proficiency in HBCU social work students

ABSTRACT

Lack of proficiency in writing and research among social work students has increasingly concerned social work educators and practitioners. Given the significance of written communication with clients and emphasis on evidence-based practice in the field of social work, it is critical to assess students’ competence in both writing and research. However, deficit-based approaches to assessing writing and research competence have disadvantaged students at historically black colleges and universities (HBCUs). This pilot study aims to assess writing and research proficiency of HBCU master’s of social work (MSW) students through empirical analysis of their capstone papers and surveys from educators to provide implications for developing a writing and research manual for social work programs at HBCUs. Ten capstone papers were randomly selected and qualitatively analyzed; nine faculty and one field supervisor completed the survey, and their respondents were analyzed using cross-case analysis. Analyses of the capstone papers identified two themes for writing and research domains, respectively: (1) weakness in developing statements and lack of knowledge of writing style and (2) plagiarism and lack of understanding of research structure. Moreover, analyses of the surveys revealed four themes regarding assessment of writing and research skills among students struggling with basic writing mechanics, indicating that HBCU MSW students may have potential and capacity for learning, as evidenced by their ideas and critical thinking skills. These findings suggest both teaching- and research-oriented programs could employ the proposed writing and research assessment manual, as well as a writing and research lab/center for improving writing and research skills among their students.     

Emancipatory engagement: An urban womanist social work pedagogy

ABSTRACT

Standing on the hope of the initial social work course from 1914 at Morgan College, this article provides insight into the significant learning outcomes of contemporary students in advanced social work practice with urban African American families. This research introduces the conceptual framework of urban womanist social work pedagogy as an inclusive practice-informed knowledge produced through the rituals, traditions, values, culture, and resilience of historically disenfranchised communities. Urban womanist social work teaching methods honor truth telling from the ones who have lived there. Urban womanist social work affirms transformative-centered research, teaching, and scholarship produced through institutions such as historically black colleges and universities (HBCU’s). The students’ reflective narratives reveal a process of transformation, centered in the freedom standpoint, which includes recognizing the location and context of their individual and collective identity as African Americans in the profession of social work. Urban womanist social work pedagogy cumulatively equips our students with intergenerational knowledge that inform their assessment of critical issues in Baltimore’s African American communities.     

The three governances in social innovation

This paper explores the relationship between governance and social innovation in the area of organizations. In order to understand that relationship, we offer a model that links the absorptive capacity of knowledge [Cohen and Levinthal 1990. “Absorptive Capacity: A new Perspective on Learning and Innovation.” Administrative Science Quarterly 35 (1): 128–152] with open innovation [Chesbrough and Di Minin 2014. “Open Social Innovation.” In New Frontiers in Open Innovation, edited by H. Chesbrough, W. Vanhaverbeke, and J. West, 169–187. Oxford: Oxford University Press]. On the basis of the pilot study Regional Social Innovation Index carried out in the Basque Country (Spain), we empirically explore three types of governance (social, inter-organizational, and sustainable) in social innovation projects propelled by four types of key agents at a regional level: profit and non-profit organizations, universities, and technology centers. The proposed governance Index in Social Innovation contributes to discussions about governance and social innovation at a micro level and, and to the debate about the production of indicators in social innovation.     

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.     

Symbolic violence and the Olympic Games: low-income youth,social legacy commitments,and urban exclusion in Olympic host cities

Drawing on a five-year qualitative study on the impacts of the Olympic Games on homeless and marginally housed youth in two host cities (Vancouver 2010 and London 2012), this paper explores the instances of ‘symbolic violence’ perpetuated by the institutional infrastructure associated with the Olympics. Following Pierre Bourdieu’s use of the term, symbolic violence refers to the manner in which the young people turned dominant notions of what the desirable Olympic city looks and feels like into a sense of their own non-belonging and/or inadequacy, experienced bodily and emotionally. Feeling pressured to vie for elusive Olympic jobs and volunteer positions, and to be less visible to the thousands of tourist-spectators for the Games, youth in both cities reported a defiant mix of frustrated indignation and resigned acceptance that they did not ‘fit’ the image of the global Olympic city that organizers were trying to convey. The paper argues that this social harm, difficult to measure yet real nonetheless, is an important though unintended legacy of the Olympic Games for homeless and marginally housed youth living in its shadows. The paper also calls for a more sustained engagement with Bourdieu’s concept of symbolic violence in youth studies as a discipline.     

Totally tall sounds totally younger: Intensification at the socio‐semantics interface

In two social perception experiments, we explore the relationship between the social meaning and the semantic/pragmatic properties of the intensifier totally in American English. In Experiment 1, we show that totally is perceived as a more salient index of social identity categories – measured in terms of Age, Solidarity and Status attributes – when it targets a scalar dimension grounded in the speaker's attitude, as opposed to when it occurs in contexts where the scale is provided by the subsequent predicate. In Experiment 2, we show that the social indexicality of totally is even more salient in contexts in which the intensifier, by virtue of its pragmatic contribution, invites a stance of heightened proximity and convergence between the interlocutors. These results point to a principled connection between the semantic, pragmatic and personality‐based social meanings of totally, providing new insights into the dynamics whereby different layers of meaning conspire to determine what an expression ‘says’ when deployed in interaction.     

Planning for community: understanding diversity in resident experiences and expectations of social connections in a new urban fringe housing estate,Australia

Master-planned estates are a major source of new housing for growing cities. Much research finds these residential developments lack genuine social connections between residents despite marketing of ‘close-knit’ community. Selandra Rise is a new residential development on the urban fringe of Melbourne, Australia. The estate was planned with a focus on community infrastructure and resident well-being. The resident population was younger and more culturally diverse than most other master-planned community case studies. A longitudinal research design was used to explore resident understanding, experiences and needs relating to place-based community. Interviews were conducted with residents before moving to the estate and 9–18 months after moving. Some residents considered community as an amenity provided by the master-planned environment that did not require their social participation. Others aspired to make social connections with neighbours but had varying levels of success. Past experiences which contributed to aspirations for connecting with local community, and the ways that these aims were realised or hindered, are discussed. Understanding diverse resident expectations of community and insights from their lived experience are used to make recommendations for planning new neighbourhoods and designing community development programmes.     

The association between social support networks and maternal employment: a comparison of western German,eastern German,and migrant mothers of preschool-aged children

A lack of adequate childcare can delay mothers’ return to the labor market after childbirth. This paper examines whether social support with childcare by kin and friends facilitates maternal employment in the first 72 months after childbirth. Using data from the German Socio-Economic Panel (SOEP) 1993–2009, a comparison of natives (n?=?1409) and migrants (n?=?411) in corporative-conservative western Germany with mothers in former socialist eastern Germany (n?=?528) shows that kinship support is positively associated with maternal employment when public childcare is limited. Western German and migrant mothers return to work sooner if they are surrounded by kin. But kin do not provide support for maternal employment in eastern Germany, where public childcare is more easily accessible and continuous female employment is a prevalent social norm. Friendship networks, by contrast, are most valuable for maternal employment if they complement public childcare.