scholarly journals Gray Clouds Over Ivory Towers

2021 ◽  
Vol 21 (2/3) ◽  
pp. 298-310
Author(s):  
Dashawna J. Fussell-Ware
Keyword(s):  
Social Work ◽  
Critical Race Theory ◽  
Doctoral Students ◽  
First Generation ◽  
Code Of Ethics ◽  
Doctoral Degree ◽  
Critical Issue ◽  
Social Capital Theory ◽  
Social Work Educators ◽  
Social Work Programs

Black, first-generation doctoral students can be classified as those who belong to the African diaspora and come from families with parents who do not have bachelor’s degrees. Data shows that over half of Black doctoral degree recipients, across all fields, have first-generation status, and literature has shown that these students experience several challenges during their doctoral journey that their peers do not. This paper details six of these challenges for Black, first-generation research doctoral students in social work programs. These challenges result in educational disparities disfavoring these students, and, as such, social workers are compelled by our Code of Ethics to work against these forms of social injustice. This conceptual discussion uses Critical Race Theory and Social Capital Theory to explain the continued existence of these challenges, followed by recommendations that social work educators, academic institutions, and educational organizations can use to improve conditions for Black, first-generation social work research doctoral students across the country. If social work educators take this critical issue, its associated challenges, and the proposed recommendations seriously, they can begin to create safe and actively anti-racist and anti-classist academic environments that are conducive to the success of this student population.

Beyond the Code of Ethics, Part II: Dual Relationships Revisited

2002 ◽  
Vol 83 (5) ◽  
pp. 483-492 ◽  
Author(s):  
Sophie Freud ◽  
Stefan Krug
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Code Of Ethics ◽  
Legal Protection ◽  
Work Practice ◽  
The United States ◽  
Social Work Practice ◽  
Dual Relationships ◽  
Social Work Educators ◽  
Social Work Practitioners

The authors, both social work educators, serve on an ethics call line committee that provides insights on how the provisions of the (United States) National Association of Social Workers Code of Ethics (NASW, 1996) interface with the ethical dilemmas encountered by the social work community. In this paper, the authors highlight aspects of social work practice that they consider ethical, yet not easily accommodated by the provisions of the current Code. They also question the 1996 introduction of the concept of dual relationships into the Code and suggest that the Code adopt the less ambiguous term of boundary violations. Also recognized by the authors is the need for clear boundaries for the protection of clients against temptations that might arise in a fiduciary relationship, and for the legal protection of social workers. But, the authors argue, social work practitioners in certain settings, with particular populations, and in certain roles, inevitably face multiple relationships as an integral aspect of their work. The authors conclude that social work's adoption of the psychoanalytic constrains of anonymity, neutrality, and abstinence has detoured the profession from its original double focus on individuals and their society.

scholarly journals Sustaining Trajectories

2020 ◽  
Vol 19 (2) ◽  
pp. 290-310
Author(s):  
Lamont D. Simmons
Keyword(s):  
Social Work ◽  
Black Male ◽  
Sense Of Belonging ◽  
Degree Attainment ◽  
Academic Majors ◽  
Social Work Educators ◽  
Social Work Programs ◽  
Social Work Program ◽  
Insight Into

While the literature is replete with studies on persistence among students across academic majors, few studies examine the nature of persistence among Black males enrolled in baccalaureate social work programs. This qualitative study offers some insight into how a sample of four Black male graduates from an accredited baccalaureate social work program persisted toward degree attainment. Three themes emerged from this study: (a) family encouragement and support, (b) sense of belonging, and (c) presence of Black male professors. Findings suggest the need for social work educators to consider programmatic initiatives acknowledging the role of families in persistence efforts, facilitating connectedness, and recruiting Black male professors or other Black male mentors.

scholarly journals What Social Workers Should Know About Ethics: Understanding and Resolving Ethical Dilemmas

10.18060/124 ◽  
2000 ◽  
Vol 1 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Elaine P. Congress
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Ethical Issues ◽  
Code Of Ethics ◽  
Ethical Dilemmas ◽  
Sexual Relationships ◽  
Dual Relationships ◽  
Personal Agency ◽  
Social Work Educators ◽  
Social Work Practitioners

Recognizing ethical issues and dilemmas that arise in professional practice is crucial for social work practitioners, educators, and students. After a discussion about the limited, although growing, literature on social work ethics, the ten main tenets form the most current NASW Code of Ethics are presented. These topics include limits to confidentiality, confidentiality and technology, confidentiality in family and group work, managed care, cultural competence, dual relationships, sexual relationships, impairment and incompetence of colleagues, application to administrators and relevance to social work educators. In addition to understanding the Code of Ethics, social workers can use the ETHIC model of decision making for resolving ethical dilemmas. This easy to use five step process includes examining personal, agency, client, and professional values, thinking about ethical standards and relevant laws, hypothesizing about consequences, identifying the most vulnerable, and consulting with supervisors and colleagues. A case example involving confidentiality, HIV/AIDS and family therapy demonstrates how social workers can use the ETHIC model.

Substance Use Among a Sample of BSW Students: An Exploratory Study

2019 ◽  
Vol 24 (1) ◽  
pp. 361-384
Author(s):  
Patricia Chapman ◽  
Kathi R. Trawver
Keyword(s):  
Substance Use ◽  
Social Work ◽  
Exploratory Study ◽  
Help Seeking ◽  
The United States ◽  
Future Research ◽  
Convenience Sample ◽  
Social Work Educators ◽  
Frequency Of Use ◽  
Social Work Programs

This exploratory study used a convenience sample of 792 currently enrolled BSW students drawn from across accredited social work programs within the United States who completed a 60-item electronic survey to identify the occurrence, types, frequency, and severity of their substance use. More than 93% (n=742) of the study participants reported having used alcohol, and 62% (n=445) reported using drugs on one or more occasions. Reported types of use, frequency of use, and severity of use as measured by AUDIT and DAST scores showed BSW students' substance use similar to or above other national samples of college students. Recommendations for future research and implications for social work educators in addressing substance use and stress management and promoting destigmatized help-seeking among their BSW students are discussed.

Foreign-Born Students in Baccalaureate Social Work Programs: Meeting the Challenges

2006 ◽  
Vol 12 (1) ◽  
pp. 24-38
Author(s):  
Kendra J. Garrett ◽  
W. Randolph Herman
Keyword(s):  
Social Work ◽  
Learning Styles ◽  
Community Resources ◽  
Foreign Born ◽  
Refugee Students ◽  
Social Work Educators ◽  
Work Programs ◽  
Social Work Programs ◽  
Immigrant And Refugee ◽  
The Way

As a result of changes made in U.S. immigration policies in 1965, the number of immigrants and refugees entering the country has exploded, and many of them are now enrolled in baccalaureate social work programs. Social work educators have a dual responsibility to provide help and support for these foreign-born students while upholding the standards of the profession and preparing students to pass licensing examinations. Departments must discuss needs, expectations, challenges, and policies regarding academic requirements. Classroom strategies that ensure individual learning styles are enhanced by context-rich classroom exercises, a liberal use of writing, and a sensitive use of paraphrasing and collaborative learning. Advisors need to be aware of community resources available. Institutions should provide language and economic supports and culturally sensitive counseling centers. Baccalaureate social work educators must examine the unjust economic and social policies and lead the way in addressing barriers placed in the way of immigrant and refugee students.

scholarly journals Reassembling the Social Environment: A Network Approack to Human Behavior

10.18060/142 ◽  
2007 ◽  
Vol 8 (1) ◽  
pp. 208-218 ◽  
Author(s):  
Dhrubodhi Mukherjee
Keyword(s):  
Social Work ◽  
Human Behavior ◽  
Social Capital Theory ◽  
Social Network Theory ◽  
Structural Elements ◽  
Capital Theory ◽  
Holistic View ◽  
Social Work Educators ◽  
The Social ◽  
Theory Base

This paper critically examines the influence of the structural elements of human behavior that are often neglected in social work literature (Robbins et al., 1998). It incorporates a new multi-theoretical framework that critically examines the significance of a network approach in analyzing social, ideological, and economic structures and their influence on individual actors. This paper discusses two interrelated theories: social network theory and social capital theory, and critiques their relevance in explaining human behavior for social work educators and professionals in an increasingly information-driven and electronically-interconnected global society. The author hopes that an expanded theory base will provide a holistic view of individual problems stemming out of inequitable social structure.

scholarly journals Cultural Wealth

2019 ◽  
Vol 6 (1) ◽  
pp. 62-89
Author(s):  
Sharon leonie Brown
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
Cultural Capital ◽  
Doctoral Students ◽  
Academic Culture ◽  
Doctoral Degree ◽  
Cultural Knowledge ◽  
Survival Strategies ◽  
Diverse Students ◽  
Cultural Wealth

Graduate students who come from a background where neither parent has pursued higher education or specifically, who are Women of Colour (WOC), lack important cultural capital that could otherwise threaten or derail their pursuit of a doctoral degree. Yet, even with this prior familial knowledge, WOC still succeed because they depend on their developed cultural wealth (CW) to navigate through their doctoral studies. To thoroughly analyze this assessment, a theoretical framework that included: critical race theory, cultural capital theory, and Womanist theory was implemented. A six-item structured instrument was utilized to examine the educational experiences of 10 WOC doctoral students who were attending an elite Canadian university. The aim of the survey was to assess how these diverse students cultivated unique forms of CW through the telling of their stories.  An analysis of the data revealed six categories of cultural wealth that were significant and instrumental in graduate student achievement. These elements were: 1) Mother’s Influence, 2) Age Capital, 3) Survival Strategies, 4) Navigating Academic culture or “Know- How” 5) Mentorship, and 6) Spirituality.  The majority of the participants interviewed acquired; grants, publishing and funding opportunities, possessed all six components. Findings of this study suggest that experiential/cultural knowledge of WOC is valuable and important for further research in higher education; and that academic supervisors and administrators should consider using cultural knowledge as a guide and tool for practical mentorship, academic development, and supervision to ensure successful outcomes for current and future diverse students, especially for WOC in doctoral programs.

E-Portfolios in Social Work Curriculum: Demonstrating Integrative and Reflective Learning

2013 ◽  
Vol 18 (Supplement 1) ◽  
pp. 113-124
Author(s):  
Dale Fitch ◽  
Kalea Benner ◽  
Tammy Freelin ◽  
Suzanne Cary
Keyword(s):  
Social Work ◽  
Professional Growth ◽  
Formative Evaluation ◽  
Learning Opportunities ◽  
Reflective Learning ◽  
Learning Needs ◽  
Job Interviews ◽  
Social Work Educators ◽  
Curriculum Review ◽  
Social Work Programs

Social work educators have used portfolios to evaluate learning over the past 3 decades. With student learning needs changing in response to technological learning opportunities, social work programs are starting a transition from the traditional, paper-based portfolio to an electronic one. The authors describe one program's formative evaluation of e-portfolios and how it led from a focus on the product, the portfolio, to a refocus on the portfolio creation process. Both the program and students gained from the e-portfolio through curriculum review and subsequent curriculum development and through student demonstration of integrative and reflective learning. Students who successfully articulate and demonstrate professional growth through the e-portfolio are likely to use that information in job interviews and graduate school applications. Thus, the e-portfolio can be an effective tool for using today's technology to meet student learner needs.

Academic Advising: Strengthening Opportunities for Education

2003 ◽  
Vol 8 (2) ◽  
pp. 85-95
Author(s):  
Linda S. Moore ◽  
Tracy J. Dietz ◽  
Gail L. Wallace
Keyword(s):  
Social Work ◽  
Academic Advising ◽  
Course Selection ◽  
Social Work Educators ◽  
Work Programs ◽  
Social Work Programs

This article discusses advising as a responsibility of social work educators, including the CSWE mandate that advisors be knowledgeable about their programs and be able to provide more than simply course selection. It provides a framework for advising and strategies for developing effective advisement programs in social work programs. It also includes discussion about issues faced in universities where advisement is not always rewarded.

Developing and Implementing an MS Access 2000 Database for Baccalaureate Program Assessment and Continuous Improvement

2004 ◽  
Vol 9 (2) ◽  
pp. 104-123
Author(s):  
Wanda K. Whittlesey-Jerome ◽  
Kenric D. Speed
Keyword(s):  
Program Evaluation ◽  
Social Work ◽  
Continuous Improvement ◽  
Social Work Education ◽  
Data Entry ◽  
Program Assessment ◽  
Validity And Reliability ◽  
Social Work Educators ◽  
Social Work Programs ◽  
Work Education

Strong program evaluation is a hallmark of quality social work education. All social work programs applying for candidacy, accreditation, or reaffirmation of accreditation are required to assess and evaluate their effectiveness according to the guidelines set forth by the Council on Social Work Education. The role of technology in program evaluation is growing in interest to social work educators, and new trends in strengthening program evaluation are emerging. In today's academic climate, the degree to which a program monitors its effectiveness will impact its ability to effectively educate future social work practitioners. In this article, the authors discuss the steps for developing and implementing an MS Access 2000 database for program assessment and continuous improvement in a baccalaureate social work program. Examples include data entry forms and copy-ready reports for reaffirmation generated from the database. Strengths and limitations of the database are explored, and issues of validity and reliability are discussed.

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