Authors:Carol Hostetter, Valerie D. Decker Pages: i - iv Abstract: This issue contains 11 articles by 40 authors, both national and international. The majority are empirical papers, using qualitative, quantitative, or mixed methods. More than one article presents a case study, which gives me an opportunity to promote this methodology. One of my first research projects was a case study of the child welfare system in the State of Indiana, as we were asked to focus only on Indiana’s system (Barton et al., 2006). In my role as editor of Advances in Social Work, I see many manuscripts that are in-depth studies of a department, classroom, or grant program, for example. These provide detailed information about a particular context in a “real-world” setting, thus receive the designation of case study. PubDate: 2024-12-30 DOI: 10.18060/28814 Issue No:Vol. 24, No. 3 (2024)
Authors:Joan M. Blakey, Emmanuel Ngui, Labibah M. Buraik, Houa Vang, Gary Williams Pages: 512 - 534 Abstract: Though significant gains have been made in academic achievement in the last 45 years, these gains have not been realized for all students in the United States. Consistently, research has shown significant differences in reading and math scores along with disparate disciplinary sanctions between Black and White students. Using grounded theory methodology, this study aimed to understand factors that, through students’ voices, they believed contributed to their lower academic achievement and disproportionately higher disciplinary sanctions while attending a predominantly White school. Data analysis revealed that a sense of belonging affected Black students academically and contributed to disciplinary sanctions resulting from disgruntled reactions toward teachers, administrators, and staff who they believed did not want them in the Crest Academy High School (i.e., Grades 9–12). A lack of belonging had four primary components: an unwelcoming environment, lack of mattering, racial insensitivity, and not seeing themselves reflected. This study illuminated the importance of belonging among Black students. Culturally responsive educational practices have the potential to create a welcoming environment, generate feelings of mattering, saturate school culture with racial sensitivity, allow each student to see themselves reflected, and ultimately provide children with opportunities to feel a sense of belongingness in their schools and communities. PubDate: 2024-12-30 DOI: 10.18060/27551 Issue No:Vol. 24, No. 3 (2024)
Authors:Norma Love-Schropshire, Megan Hicks, Shantalea Johns, Fay Keys, Naimah N. Wade Pages: 535 - 553 Abstract: School Social Workers (SSWs) support nonacademic barriers to student learning by providing assessment, intervention and prevention services related to social and material needs. This case study examines 3,725 Michigan SSWs’ methods for identifying, screening, and supporting students' needs. It analyzes referral types, frequencies and SSWs’ perceptions regarding the importance, feasibility, and readiness to screen and support students' social and material needs. Responses exhibited variability, highlighting the need for an established screening protocol. The most surprising finding was that firearm access was the least discussed topic with students; 21.4% of SSWs almost never inquired and only 25.5% sometimes asked. The majority of referrals (73.9%) addressed students' material needs, while a mere 10.5% targeted social needs, including mental health services, revealing a significant gap in this area. Notably, 15.6% of students received no referrals at all. The findings on referrals for social needs, including biopsychosocial factors like mental health, coupled with the perceived lack of preparedness among SSWs to screen for challenges like firearm access, underscore the pivotal role SSWs can play in violence prevention. This emphasizes an urgent call to action for training, further research, dedicated policies, and resources to maximize the impact of SSW practice in schools, homes, and communities. PubDate: 2024-12-30 DOI: 10.18060/27326 Issue No:Vol. 24, No. 3 (2024)
Authors:Edward Mei, Christopher Bondoc, Jocelyn Meza, John Bosco, Elizabeth S. Barnert Pages: 554 - 579 Abstract: Reentry after confinement is a critical juncture for youth, and the environmental contexts they return to post-release play a crucial role in shaping their health. This qualitative secondary analysis explores the perspectives of Black and Latine youth and their parents/caregivers on how specific microsystems influence youths’ health during reentry. We completed two-staged thematic analysis of longitudinal semi-structured interviews with recently released Black and Latine youth (n = 27) and their parents/caregivers (n = 34) to examine how the home, school, and neighborhood microsystems impact youths’ health and well-being during community reentry. Participants described three environmental features across the identified microsystems as impacting the health and well-being of youth undergoing reentry: 1) relationships, 2) physical space, and 3) resources. Participant perspectives suggest that social workers can potentially leverage existing strengths within each microsystem to promote the health and desistance of Black and Latine youth during reentry. In addition, participants described health-detracting features within specific microsystems that social workers can aim to remedy to redress health disparities among Black and Latine youth undergoing reentry. Using participants’ insights to optimize youths’ environment for health promotion, desistance, and service utilization may facilitate long-term health and well-being for Black and Latine youth post-release. PubDate: 2024-12-30 DOI: 10.18060/28082 Issue No:Vol. 24, No. 3 (2024)
Authors:Alexandra Pajak Pages: 580 - 593 Abstract: Critical Race Theory (CRT) is a unique analytic lens through which to examine and ultimately dismantle racism within United States society. CRT has been applied to a variety of contexts including education, therapy, and law. Little is known about the application of CRT to the field of social work. This paper aims to investigate the ways in which CRT has been applied to the field of social work. Utilizing major academic databases, the researcher identified 617 unique references. A total of 14 articles were included in this review following exclusion criteria and full-text review. This paper provides an overview of CRT and its potential to inform social work practice. PubDate: 2024-12-30 DOI: 10.18060/27770 Issue No:Vol. 24, No. 3 (2024)
Authors:Matt Moore, Stephen Young, Judith Gray Pages: 594 - 608 Abstract: The Council on Social Work Education (CSWE, 2022) requires undergraduate and graduate social work programs to conduct self studies to ensure programs meet required standards for accreditation. Of particular interest in this case study was the examination of implicit curriculum – the program’s commitment to inclusive excellence, policies and procedures, advising, student participation, faculty engagement, administrative structure, resources, etc. (CSWE, 2022). A Department of Social Work located in the Midwest collected data from graduating students (n = 269) in both the BSW and MSW programs regarding their overall learning climate from 2020-2022. This project introduced a new scale for assessing implicit curriculum using a cross-sectional, web-based design. Overall students believed the programs allowed them to speak up about diversity issues important to them. Students felt encouraged with the program’s approach to meaningful conversations about diversity topics. Students felt vested partners in the department demonstrated a meaningful commitment to diversity, respected students, and provided a comforting environment for sharing concerns. Inferential statistics also indicated no significant differences in experiences between students based on race/ethnicity, online versus face-to-face, or first-generation student status. A significant difference did exist in relation to a student’s sexual orientation. The article concludes with implications for social work education and future research directions. This includes specific ways programs can identify concerns related to implicit curriculum from a proactive lens. PubDate: 2024-12-30 DOI: 10.18060/27566 Issue No:Vol. 24, No. 3 (2024)
Authors:Erin Boyce, Julie Clockston, Ann Sullivan, Rebecca Cottrell Pages: 609 - 627 Abstract: As higher education contends with the complexity of providing a more diverse and equitable education for students, we believe that social workers should lead this movement. This case study's purpose is to share the experiences of social work educators engaging in a justice-centered practice guiding curriculum development. In addition, we hope to inspire other faculty to consider implementing similar practices within their curriculum. The following study presents the experiences of four faculty and staff members at an urban-centered, generalist practice social work department in higher education. Using an autoethnographic model, we engaged in an in-depth exploration of our own educational experiences, uncovering our own biases, and working towards more progressive and equitable models of education. We learned new ways of sharing content, grading, and accepting the expertise of others. There are important implications of this work, such that design justice can increase students’ engagement, sense of belonging, and ultimately degree completion. PubDate: 2024-12-30 DOI: 10.18060/27598 Issue No:Vol. 24, No. 3 (2024)
Authors:Christine Velez, Maria Mercedes Avila, Esther Doh Pages: 628 - 638 Abstract: The Health Resources Services Administration’s (HRSA) Behavioral Health Workforce Education and Training (BHWET) grant program is a unique opportunity for social work programs, as well as other disciplines such as counseling, to address shortages in the behavioral health workforce and support integrated care approaches and interprofessional collaboration. BHWET programs support Anti-Racist, Diversity, Equity and Inclusion and Justice (ADEIJ) goals through recruitment and training of historically underserved and underrepresented students. In this preliminary program review, we explain program structure, institutional context, and demographic data to share lessons learned after 3 years of program implementation. We provide specifics on financial institutional policies which created financial barriers to underserved and underrepresented students, particularly students of color, participating in this federally funded training grant program. PubDate: 2024-12-30 DOI: 10.18060/27630 Issue No:Vol. 24, No. 3 (2024)
Authors:Michael Gearhart Pages: 639 - 656 Abstract: The purpose of this paper is to demonstrate the importance of historical context in social work practice, research, and teaching. Understanding the evolution of racist policies and practices is necessary for developing antiracist practices that promote racial equity. Using St. Louis as a case study, the manuscript describes how racist policies and practices evolved over time between the 1900s and 1970s. These policies and practices will be examined at three levels: individual, local governance, and federal policy. The discussion section describes the implications of this history for contemporary social work research, practice, and education. In practice, understanding our history is necessary so we can identify when using racialized practices and hoping for different results. Understanding the historical context of our research can identify when our results provide support that racist policies and practices are working as designed. The interconnectedness of racist policy and practice necessitates re-thinking social work education, particularly as it relates to the divide of micro and macro social work practice. PubDate: 2024-12-30 DOI: 10.18060/27431 Issue No:Vol. 24, No. 3 (2024)
Authors:Getaneh Mehari, Alice K. Butterfield, Wassie Kebede Pages: 657 - 675 Abstract: The research activities of graduate students of social work at Addis Ababa University (AAU) have not been documented and analyzed in a way that it could be published. This article explores and examines social work graduate research from 2006 to 2019. Data and our unit of analysis included 580 theses and dissertations listed in graduation books and another 280 electronically stored master’s theses and dissertations from the AAU Institutional Repository. The total graduates in the program (2006-2019) were 752, of which 65% (484) were males. Further analysis was made based on review of 280 sample master’s theses and doctoral dissertations. The study site for 73% of these theses and dissertations was in Addis Ababa. The rural-urban comparative analysis indicates that 84% of research projects were carried out in urban areas. In terms of the methodological orientations, 81% employed qualitative methods. From the fifteen thematic categories identified in our study, the five most researched thematic areas which covered 67% of all master’s thesis and PhD research projects include issues of children; women and gender; health and healthcare services; community and community development, and family, marriage, and divorce. This article concludes that the rebirth of social work education at AAU in 2004 paved the way for the expansion of graduate social work research. The urban bias of the research demonstrates a limitation of social work graduate research. PubDate: 2024-12-30 DOI: 10.18060/27656 Issue No:Vol. 24, No. 3 (2024)
Authors:Dana Holcomb Pages: 676 - 694 Abstract: Despite numerous benefits, formal faculty mentorship remains underutilized within academia. Formal mentorship has been shown to aid faculty in acclimating to the expectations of higher education, assist in balancing work-life obligations, and provide professional and psychosocial support. These areas of formal support and connection are critical given the significant changes and disruptions caused by the pandemic. Through use of a narrative approach, 10 social work faculty who were teaching during the pandemic, as well as mentees in a formal mentoring relationship, were interviewed to explore the impact the COVID-19 pandemic had on their experiences with formal mentorship. All participants maintained a virtual connection with their mentor during the pandemic, though two experienced a decrease in communication. Four themes that emerged were how mentors helped mentees frame professional development during the pandemic, the shifting focus and deepening of the mentoring relationship, the adjustment to virtual mentoring, and the impact of faculty and institutional leadership attrition. Implications for higher education as it relates to the provision of formal mentorship as a means to increase a sense of faculty connection and support are explored, particularly within the virtual environment. PubDate: 2024-12-30 DOI: 10.18060/27605 Issue No:Vol. 24, No. 3 (2024)
Authors:Tara Milligan, Kimberly Bender, Kate Saavedra, Danielle Littman, Annie Zean Dunbar, Maveryck Boyett, Karaya Morris, Sophia Sarantakos Pages: 695 - 711 Abstract: As COVID-19 (Coronavirus Disease) spread in the United States in Spring 2020, conventional safety nets were overwhelmed and unable to meet widespread and growing needs. Mutual aid practices proliferated as an essential form of resource provision and community care, including exchanges of food, financial assistance, and social connection. Our qualitative study interviewed 25 individuals engaged in mutual aid in Colorado, USA to investigate the perceived benefits of providing and receiving care through mutual aid in the early months of the COVID-19 pandemic. We found that nonhierarchical care offered entry points to equitable ways of supporting communities through and beyond crisis. The non-hierarchical approach to care described in our study illustrated redistributed power and agency to meet community needs, and decentering institutional decision making. The experiences of mutual aid participants propose a significant ideological shift regarding our sense of care and community when conventional systems are insufficient to meet collective and individual needs, and suggest a need for future expansions of and changes to social work practice to embrace non-hierarchical care. PubDate: 2024-12-30 DOI: 10.18060/27607 Issue No:Vol. 24, No. 3 (2024)
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