scholarly journals Racism, Colorblindness, and Social Work Education: An Exploratory Study of California MSW Student Beliefs and Experiences

2021 ◽  
Author(s):  
Laura S Abrams ◽  
Javier Garcia-Perez ◽  
Kristen Brock-Petroshius ◽  
D. Michael Applegarth
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Exploratory Study ◽  
Student Beliefs ◽  
Msw Student ◽  
Work Education

Marketing Status of Social Work Education: An Exploratory Study

2002 ◽  
Vol 7 (2) ◽  
pp. 77-91 ◽  
Author(s):  
Susan T. Dennison
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Exploratory Study ◽  
Future Research ◽  
Education Programs ◽  
Social Work Educators ◽  
Promotional Strategies ◽  
Work Education ◽  
The University ◽  
University Setting

New competitive realities are necessitating that social work education programs design and conduct marketing as a part of their yearly departmental planning. This exploratory study identified marketing strategies most commonly used in social work education programs today. Critical findings regarding social work educators' perceptions regarding how much other disciplines understand their profession were discovered. In addition, the promotional strategies found to be most effective for student recruitment and for increasing departmental visibility within the university setting were revealed from the study. Implications for social work education are delineated along with future research needs.

scholarly journals Uprooting (Our) Whiteness

2021 ◽  
Vol 21 (2/3) ◽  
pp. 954-977
Author(s):  
William Frey ◽  
Noelia Mann ◽  
Alex Boling ◽  
Parker Jordan ◽  
Karma Lowe ◽  
...  
Keyword(s):  
Social Work ◽  
White Students ◽  
Social Work Education ◽  
Lived Experiences ◽  
White Supremacy ◽  
Social Work Students ◽  
Collective Responsibility ◽  
First Year ◽  
Msw Student ◽  
Work Education

Social work education reinforces hegemonic Whiteness through pedagogies and practices that rely on an entitlement to and harvesting of Black, Indigenous, and People of Color’s lived experiences for the purpose of its tacit audience: White students. Despite this exploitative and harmful reliance on objectified lived experiences, White students continue to lack critical understanding of their racial positionality and connections to racism. Uprooting Whiteness requires sitting with what it means for White people to be “a White problem.” Drawing on the work of Yancy, we (group co-facilitators; our dean of diversity, equity, and inclusion; and three MSW student participants) describe the creation, organization, facilitation, and experiences of the first year of the Space for Uprooting Whiteness—a biweekly space where White social work students examine and uproot their relationship to White supremacy and domination. We argue for White social workers to take collective responsibility for racism in and beyond our institutions—requiring interrogation of our everyday practices and their (inter)dependence with and on systems of domination. This paper ends with three experiential narratives from student participants in the space and implications of critical intragroup dialogic pedagogy among White students in social work education and beyond.

Perceptions of efficacy in the use of contemporary film in social work education: An exploratory study

2003 ◽  
Vol 22 (4) ◽  
pp. 401-410 ◽  
Author(s):  
Eleanor Pepi Downey ◽  
Robert L. Jackson ◽  
Maria E. Puig ◽  
Rich Furman
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Exploratory Study ◽  
Contemporary Film ◽  
Work Education

scholarly journals When Teacher Becomes Student: Unveiling Contradictions within Australian Social Work Education

2019 ◽  
Vol 8 (6) ◽  
pp. 174
Author(s):  
Michelle Newcomb
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Social Inclusion ◽  
Dual Roles ◽  
Master Of Social Work ◽  
Australian Association ◽  
Mixed Messages ◽  
Msw Student ◽  
Education And Development ◽  
Work Education

Social work education in Australia is bound by a range of rules and assumptions supported by both higher education institutions and the Australian Association of Social Workers (AASW). This autoethnography explores a range of contradictions within social work education from the unique perspective of someone who was simultaneously a student and academic in social work. This experience occurred because, although PhD qualified in social work, rulings set down by the AASW lead to me being excluded from consideration in permanent roles. The position led me to becoming an online Master of Social Work (MSW) student whilst still being a social work educator allowing me to explore a range of contradictory rules and processes within social work education. Analysis of my reflections, journals, assignments and conversations with colleagues unveiled a range of mixed messages in relation to social inclusion, technical rationalism, self-care and field placement supervision. My findings contribute to current debates about how neoliberalism currently impacts on inclusion in social work education and development of a professional identity. In exploring my dual roles, this autoethnography unveils contradictions within social work education and accreditation that question the social justice mission of the profession.

Social Work Education: Implications for Working with the Transgender Community

2007 ◽  
Vol 12 (2) ◽  
pp. 42-52 ◽  
Author(s):  
Stephen “Arch” Erich ◽  
Needha Boutté-Queen ◽  
Sandra Donnelly ◽  
Josephine Tittsworth
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Exploratory Study ◽  
Educational Content ◽  
Southern State ◽  
Community Data ◽  
Social Work Programs ◽  
Work Education ◽  
To Receive

This paper examines the implications of social work education upon licensed social workers' desire, knowledge, and competency to work with members of the transgender community. Data were collected from 150 randomly selected licensed social workers from a southern state. The results suggest that 1) it is not the norm for social workers to receive educational content regarding the transgender community and 2) the presence of educational content was associated with a stronger desire to work with this population, more knowledge of the transgender community, and greater perceptions of competency to work with the transgender community. The results of this exploratory study suggest that educational content regarding the transgender community should be an integral part of the curricula provided by baccalaureate social work programs.

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