scholarly journals Diverse Women Faculty Experiences Using Identity and Relational Concepts to teach Cultural Competence

2018 ◽  
Author(s):  
LaShawn Williams
Keyword(s):  
Social Work ◽  
Cultural Competence ◽  
Doctoral Students ◽  
Social Work Education ◽  
Cultural Theory ◽  
Junior Faculty ◽  
Faculty Experiences ◽  
Ongoing Work ◽  
Faculty Mentorship ◽  
Work Education

This article reviews and engages a qualitative section of Williams’ 2017 research study that aimed to explore faculty experiences using relational teaching concepts when delivering cultural competence content. Multiple experiences were common to respondents from the results obtained at completion of the survey. Implications for social work education, faculty mentorship and support are discussed. It was concluded that there is an express need for early intervention on behalf of doctoral students being mentored for junior faculty teaching appointments, the use of identity is a healthy and connecting touchstone in social work education classrooms and ongoing work is needed to further engage the work of deconstructing privilege by using professional and personal identities to connect students to content for effective knowledge transfer. Keywords: Social Work; Diversity; Relational-Cultural Theory; Cultural Competence; Relational Teaching.

scholarly journals Disruptions, distractions, and discoveries: Doctoral students’ reflections on a pandemic

2020 ◽  
pp. 147332502097334
Author(s):  
Chinyere Y Eigege ◽  
Priscilla P Kennedy
Keyword(s):  
Qualitative Research ◽  
Social Work ◽  
Doctoral Students ◽  
Social Work Education ◽  
Research Priorities ◽  
Research Strategies ◽  
Current Events ◽  
Research Agendas ◽  
Work Education ◽  
The Impact

This paper describes the reflections of two social work PhD students based on their personal and professional experiences with the COVID-19 pandemic. The students describe their positionality and use that to expound on the impact of the pandemic on their lives. They reflect on the disruptions to their social work education and research priorities including transitioning to online learning and modifications to research agendas. They then discuss ongoing distractions such as worries about getting sick, mental health concerns, and financial constraints. They share their discoveries about glaring disparities in coronavirus infection and death rates, the need to adjust research agendas in response to current events, and the urgency for qualitative research strategies to add meaning to the numbers being reported. In addition, the authors describe shared experiences and intersections they discovered while writing this essay. Finally, recommendations for practice include recommitting to social work values to help surmount the ongoing waves of this pandemic; reimagining social work education so that disparities and injustice intersect with every subject taught and graduates become experts at leading social change; and harnessing the untapped potential of qualitative research to drive real, systemic change.

A Short History of the BPD/BPD-L Email List: November 1994–November 2020

2020 ◽  
Vol 25 (1) ◽  
pp. 187-196
Author(s):  
Marshall L. Smith ◽  
Stephen M. Marson ◽  
Bob Vernon ◽  
Dennis Cogswell ◽  
Ogden Rogers
Keyword(s):  
Social Work ◽  
Doctoral Students ◽  
Social Work Education ◽  
Short History ◽  
History Of ◽  
Work Education

The BPD listserv is 25 years old. Starting with just a handful of subscribers, the listserv currently has about 1,760 members. Most are actively engaged educators along with publishers, doctoral students, and others interested in baccalaureate social work education. The listserv has become a mainstay for providing a forum for sharing, research, and many other issues relevant to social work education and practice. This article provides the contexts, history, and stories that have transpired over the years and speculates about the listserv’s future.

The Intersection of Religion and Sexual Orientation: Pedagogy and Challenges

2015 ◽  
Vol 20 (1) ◽  
pp. 157-178
Author(s):  
Claire L. Dente
Keyword(s):  
Sexual Orientation ◽  
Social Work ◽  
Cultural Competence ◽  
Educational Policy ◽  
Social Work Education ◽  
Social Work Students ◽  
Religion And Spirituality ◽  
Culturally Competent ◽  
Diversity Issues ◽  
Work Education

The Council on Social Work Education's (CSWE) 2008 Educational Policy and Accreditation Standards (EPAS) included the goal of competency in the ability to “engage diversity and difference in practice.” This goal continued efforts to raise awareness of diversity issues for clients articulated in earlier EPAS. Social work education has included cultural competence in areas of difference including sexual orientation and religion and spirituality. Undergraduate social work students should understand the complexity of this intersection to provide culturally competent services to lesbian, gay, bisexual, transgender, and queer clients, and to understand religious backgrounds that may not include affirmative messages on sexual orientation. This article presents an overview of the intersection of religion/spirituality and sexual orientation, and recommends audiovisual materials that can highlight salient issues for BSW students in pedagogy on this intersection.

Doctoral student mentorship in social work education: a Canadian example

2018 ◽  
Vol 9 (2) ◽  
pp. 98-112 ◽  
Author(s):  
Amy Elizabeth Fulton ◽  
Christine A. Walsh ◽  
Carolyn Gulbrandsen ◽  
Hongmei Tong ◽  
Anna Azulai
Keyword(s):  
Social Work ◽  
Doctoral Students ◽  
Thematic Analysis ◽  
Social Work Education ◽  
Course Design ◽  
Doctoral Student ◽  
Collaborative Teaching ◽  
Teaching Expertise ◽  
Content Type ◽  
Work Education

Purpose This paper aims to present a thematic analysis investigating the experiences and reflections of doctoral students in social work at a Canadian university who were mentored in the development of teaching expertise, including course design, delivery and evaluation, by a senior faculty member. Recommendations to others who are considering engaging in doctoral student teaching mentorship are presented. Design/methodology/approach The paper examines the authors’ reflections on their experiences of doctoral student mentorship through their involvement in collaboratively designing, teaching and evaluating an online undergraduate course. The inquiry used a qualitative approach grounded in Schon’s concept of reflexive learning. Findings Based on the results of the thematic analysis of the mentees’ reflections, this paper presents the collaborative teaching mentorship model and discusses how receiving mentorship in teaching facilitated the mentees’ development as social work educators. Originality/value Although quality guidelines in social work education recommend that doctoral students should be adequately prepared for future teaching opportunities, there is limited discussion about doctoral student development as educators within the academic literature, especially from the perspective of doctoral students. There is also limited articulation of specific models of doctoral student mentorship in developing teaching expertise. The authors hope that sharing their reflections on their experiences and describing the collaborative teaching mentorship model will serve to deepen understandings and promote further exploration and development of doctoral student mentorship in teaching.

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