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Conversations about race and racism: a qualitative study of the classroom experiences of recently graduated MSW alumni
- Authors:
- WARDE Bryan, KAHN Jessica M., GREENBERG Joy P.
- Journal article citation:
- Smith College Studies in Social Work, 92(1), 2022, pp.28-47.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Discussing race and racism in classroom settings presents challenges for instructors and students alike. Although studies have shown that these conversations are difficult, the literature on higher education classrooms in general and social work education is sparse. This qualitative study used focus groups to explore the perceptions and experiences of 28 recent MSW graduates discussing race and racism in their MSW courses. Analysis of the data revealed four themes: the variability in experience of discussion, pedagogical techniques and the role of the instructor, participants’ emotional reactions, and advice for instructors. The findings imply that classroom discussions about race and racism must be intentional and comprehensive. Central to this are instructors who acknowledge their positionality and its impact on classroom dynamics. (Edited publisher abstract)
I wanna help, but my hands can be a little tied: the challenges and benefits of formal volunteering among low-income diverse older adults
- Authors:
- CAO Qiuchang, et al
- Journal article citation:
- Journal of Gerontological Social Work, 64(4), 2021, pp.388-404.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Volunteering is often considered an important component of productive and active aging. Although there is a rich body of literature on the predictors and outcomes of volunteering among the general older adults in the United States (U.S.), few studies have explored the unique volunteering experiences of culturally and linguistically diverse older adults. Given the growing number of diverse older adults and the importance of optimizing their contributions to society, this study investigates the challenges and benefits of volunteering among low-income diverse older adults. We conducted eight 90-minute focus groups in six languages (English, Nepali, Khmer, Somali, Russian, and Chinese) with 70 older volunteers attending a Senior Companions monthly training in a U.S. Midwestern metropolitan area. Data analysis followed the Rapid and Rigorous Qualitative Data Analysis (RADaR) technique and thematic analysis through an interactive team approach. Three overarching themes highlighted the challenges of volunteering: (1) transportation, (2) community emergencies and workload, and (3) family caregiving; and three themes reflected the benefits of volunteering: (1) stress-relief, (2) training and information, and (3) peer support and socialization. Study findings shed light on diverse older adults’ unique volunteering experiences with implications for recruitment and retention. (Edited publisher abstract)
Micro, mezzo, and macro factors associated with coping in the early phase of COVID-19
- Authors:
- WANG Donna, et al
- Journal article citation:
- Journal of Human Behavior in the Social Environment, 31(1-4), 2021, pp.60-69.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Coping and adapting to crisis can be influenced by numerous factors on multiple levels. The experience during the beginning of the COVID-19 pandemic is no different. This article reports on the results of a cross-sectional, online survey administered to adults living in the United States and Canada in June 2020 (N = 1,405). Hierarchical multiple regression analysis found that respondent’s age, support of family and friends, support of children’s school, use of alcohol and substances, level of trust/satisfaction with national government, being overwhelmed by the amount of COVID-related information, and level of life disruption accounted for 12% of the variance for level of self-reported coping. This study did not find that race or gender impacted self-reported coping. Discussion and implications at the micro, mezzo and macro levels are offered. (Edited publisher abstract)
Social workers must address intersecting vulnerabilities among noninstitutionalized, black, latinx, and older adults of color during the COVID-19 pandemic
- Authors:
- EBOR Megan T., LOEB Tamra B., TREJO Laura
- Journal article citation:
- Journal of Gerontological Social Work, 63(6-7), 2020, pp.585-588.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Scant attention has been paid to intersecting vulnerabilities experienced by Black, Latinx, and older adults of color (BLOAC) that increase COVID-19 related risks. Structural inequities have resulted in disproportionate rates of chronic conditions and limited access to care. Media coverage, focused on COVID-19 mortality among institutionalized older adults (OA), has overlooked community-dwelling OA, leaving their unique risks unaddressed in research and intervention efforts. Key vulnerabilities impacting noninstitutionalized BLOAC exacerbating adverse health outcomes during COVID-19 are discussed, and recommendations are given for gerontological social work (GSW) education, training, and practice to meet the needs of BLOAC during the COVID-19 pandemic. (Edited publisher abstract)
Politics, preoccupations, pragmatics: a race/ethnicity redux for social work research
- Author:
- WILLIAMS Charlotte
- Journal article citation:
- European Journal of Social Work, 23(6), 2020, pp.1057-1068.
- Publisher:
- Taylor and Francis
The need for sustained scholarly analysis and knowledge building on issues of race and ethnicity in social work research is as compelling as ever given the intensification of global racial inequalities, issues associated with the ‘migrant crisis’, the spread of populist racialised political discourse and the ongoing downward pressure of neo-liberal imperatives. This field of research has been subject to deep conceptual shifts, competing theoretical orientations, new methodological trajectories, ambivalence and, some say, conspicuous attrition. In this article, I draw on multi-disciplinary and cross-national theorising to examine shifts in the contemporary context of ‘race/ethnicity’ research (the politics); consider the evidence on current trends and tendencies in the content of social work research (preoccupations) and examine some of the challenges of race/ethnicity (R/E) scholarship, and of ensuring attention to these dimensions in social work research (pragmatics). In these terms, I seek to ask critical questions of the social work research enterprise and its responsibilities in relation to human rights and social justice. I set out a call to the European academy and to the responsibilities of all social work researchers, editors, reviewers and knowledge builders, resurrecting Boushel’s searching question: ‘What kind of people are we?’. (Edited publisher abstract)
Child protection and cultural awareness: simulation-based learning
- Authors:
- EGONSDOTTER Gunilla, et al
- Journal article citation:
- Journal of Ethnic and Cultural Diversity in Social Work, 29(5), 2020, pp.362-376.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Social work educators have long struggled with the challenge of finding appropriate strategies for fostering cultural awareness among their students. The purpose of this study is to illustrate how a computer-based simulation, SimChild, can be used in teaching about child protection to enhance cultural awareness among students and expand their insight into how personal biases can affect professional practice. In SimChild, individual students can assume the role of social worker and then collectively discuss the patterns emerging after their individual assessments have been aggregated. This study, based primarily on focus group data, reflects testing conducted at three Swedish universities. (Edited publisher abstract)
Cultural socialization in transracial adoption: adoption support, multicultural experiences, perceptions of discrimination, and positive feelings toward racial minority groups
- Authors:
- HEIDEN-ROOTES Katie, MILLER Bobbi, MOORE Rachel
- Journal article citation:
- Adoption Quarterly, 22(4), 2019, pp.247-264.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia
The current study compared transracial adoption (TRA) parents who adopted internationally to those who adopted domestically (total n = 188; domestic n = 71; international n = 117) on multicultural experiences, perception of discrimination, and positive feelings toward racial minority groups, adoption support, and Parental Cultural Competence (PCC). Next a model for predicting PCC for both groups was tested. Results indicated significant differences between the groups based on multicultural experiences, perception of discrimination and positive feelings towards racial minority groups, and degree of available adoption support. Regression models predicting PCC tested with groups combined and separate suggest the significant role of multicultural experiences in predicting PCC for both groups; however, the largest effect of multicultural experiences on PCC was seen for domestic transracially adoptive parents. Discussion of results is considered with implications for future research. (Publisher abstract)
Do we practice (or teach) what we preach? Developing a more inclusive learning environment to better prepare social work students for practice through improving the exploration of their different ethnicities within teaching, learning and assessment...
- Authors:
- HOLLINRAKE Sue, et al
- Journal article citation:
- Social Work Education (The International Journal), 38(5), 2019, pp.582-603.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Teaching experience at the University of Suffolk noted anecdotally that Black Asian and Minority Ethnic (BAME) students avoid discussing their identity, cultural heritage, norms and values, in lectures, tutor groups and in assignments. To improve the integration of different cultural perspectives into the social work curriculum, the authors devised a small-scale qualitative research project Spring, 2017, to explore students’ views of teaching, learning and assessment about cultural norms and differences, seeking the views of both BAME students and white students on the programme in order to compare and contrast their experiences. Focus groups were used to gather the views of BAME and white students about the opportunities and barriers to discussing identity, culture, and anti-racism. The findings raised significant issues, specifically about the barriers for both BAME and white students to considering cultural differences. Student perspectives suggest more sensitive approaches to considering cultural differences; more responsibility for white lecturers to explore white privilege and its impact; and more safe spaces to manage emotional responses to oppression to enable exchange of experience and learning about different cultural norms and values. The article analyses the findings, discussing ways forward to improve the student experience and promote good practice in teaching and learning. (Edited publisher abstract)
Psychopathology and coping in survivors of intimate partner violence: associations with race and abuse severity
- Authors:
- CLEMENTS Caroline M., et al
- Journal article citation:
- Journal of Aggression Maltreatment and Trauma, 28(2), 2019, pp.205-221.
- Publisher:
- Taylor and Francis
The present study examined how race and abuse severity independently and interactively predicted psychopathology and coping in a sample of 206 African-American and White survivors of intimate partner violence (IPV). Women reported on their exposure to physical violence, their psychological symptoms, and their coping behaviours. White women reported more symptoms of anxiety and depression than African-American women. More severe abuse was generally related to more psychological symptoms and to greater denial. Interactions between race and abuse severity indicated that African-Americans reported fewer psychological symptoms than Whites at lower levels of abuse but not when abuse was very severe. African-Americans reported more coping-related substance use than Whites at the highest level of abuse severity. The implications of the findings for future research and for treatment of IPV survivors are considered. (Edited publisher abstract)
Teaching ethnicity in social work education: teachers’ experiences in Sweden
- Journal article citation:
- Social Work Education (The International Journal), 38(1), 2019, pp.34-46.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The shifting demographics that come with migration and globalization have changed the settings for social work education in Sweden. To promote sustainability in a diverse society, strategies for inclusion and equality are essential in the development of core competencies in social work. One essential question is how social work education has responded to the demographic changes. The study aims to contribute with knowledge about how ethnicity is conceptualized in Sweden and to describe the impact the subject has on teaching forms and strategies. More specifically, the study investigates university teachers’ expressions of their teaching practices about the concept and addresses the faculty members’ narratives about the teaching situations. The study concludes that the lack of a coherent academic context for teaching ethnicity leads to the development of individual approaches by the teachers and a personalization of the issue of ethnicity in social work education. This creates a limitation on how structural elements come into play in relation to ethnicity, and in turn, leads to a shortage of a critical analysis of the construction of social problems where ethnicity plays a fundamental role. These circumstances precede theoretical perspectives on social problems related to ethnicity, migration, transnational relations, globalization, and racism. (Publisher abstract)