What works and what doesn’t: Gerontology focused PhD/ DSW graduates speak out

Lin et al. (2015) projected there would be a shortage of approximately 195,000 social workers in the United States by 2030. In the next twenty years, it is estimated that Americans over the age of 65 will actually outnumber children under the age of 18 (US Census, 2018). With a longstanding reputation for being less “glamorous”, social work with older adults will continue to experience deficits in the amount of those who commit to this field of practice unless more lasting change occurs (Cummings et al., p. 645, 2005). We must take a closer look at what takes place in the classroom at schools of social work to understand why social workers are not interested in working with older adults (Scharlach et al., 2000). Berkman et al. (2016) described in their work that a critical shortage of gerontology-focused social work faculty exists in schools of social work. Thus, we cannot expect more social workers to work with older adults unless they are exposed to this work in their educational programs. The purpose of this study is to report on the academic experience, research agenda, professional experiences (practice and teaching), and future goals of social work PhD/ DSW graduates. Ten social work doctoral graduates were interviewed in order to understand the impact their academic programs had on their commitment to older adults in their field and to learn their recommendations for schools of social work in an effort to sustain and grow the gerontological workforce.

Experiences With Imposter Syndrome and Authenticity at Research-Intensive Schools of Social Work

TThere is little known about the experiences of Black women in schools of social work, specifically those situated within research-intensive (R-1) Carnegie-designated institutions. Experiences of imposter syndrome and authenticity often result in negative experiences and poor professional outcomes for Black women in academia. This study explores Black women social work faculty members’ sense of self through the prisms of imposter syndrome and authenticity. Social work is of particular interest in that it espouses a code of ethics and core values of service that if applied to the cultures within these schools, Black women may have more equitable experiences. This article presents qualitative findings from nine in-depth interviews with Black women faculty members at R-1 universities. Findings revealed that Black women faculty member’s experiences of imposter syndrome impacted many facets of their professional experiences from moments of paralysis to potentially unhealthy over-productivity. Findings also highlight Black women faculty members’ concerns around their colleagues’ professional and personal perceptions of them and this often prevented these women from presenting their authentic selves in academic settings. Despite these barriers, some women chose to remain authentic regardless of possible backlash in refusing to assimilate into the dominant White culture. Black women scholars cannot survive and thrive in social work education unless institutions build trust with these women by respecting their diverse backgrounds, race-related research interests, and range of methodology.

Finding Shelter in the Storm

This paper presents the case study of a 100+ year old school of social work recently shaken by acts of racial aggression targeted toward our Black/African American community. Following campus incidents that received national attention, minority social work students urged faculty to organize action to voice values of equity and justice, and to provide an intentional safe space within our school. In response, a volunteer faculty committee dedicated themselves to the group’s formation and implementation of the Undoing Racism Principles from the People’s Institute for Survival and Beyond (PISAB, n.d.), beginning internally and expanding outward. Representing multiple identities and positionalities of power, committee members use these principles to process our privilege. We reflect on our journeys with racism as social work educators and as individuals who are, and have been, influenced by internalized historical and contemporary racism. Guided by Pedagogy of the Oppressed (Freire 1970/ 2002) and Critical Race Theory (Sulé, 2020), the praxis of reflecting in-and-on our work has evolved (Schön, 1983, 1987). Authors share their personal experiences, professional impacts, and efforts to implement anti-racist pedagogy. Contextual implications for schools of social work that aim to become anti-racist within their implicit and explicit curricula are provided by this case study.

A Study of PhD Courses and Curricula Across Schools of Social Work

Objectives This study explored courses offered by social work PhD programs, the variation in these courses by type of university, and how the courses compare to the Group for the Advancement of Doctoral Education in Social Work (GADE) Quality Guidelines. Study Methods Course curriculums of 84 GADE-affiliated social work PhD programs were double-blind coded. PhD directors verified codes and answered a brief survey. Findings A total of 1146 courses were coded into 28 categories. An average of six research and statistics courses were offered per program. Few programs offered courses in measurement, intervention research, meta-analysis, program evaluation, or grant writing. Most programs indicated that diversity, equity, and inclusion was infused in the curriculum. Less than half (41%) of PhD program directors indicated that GADE Quality Guidelines were influential. Conclusions PhD programs are offering more research and statistics courses than in the past, but GADE Quality Guidelines are not consistently followed.

Progressive change-makers or agents of Colonialism? Taking another look at the CASWE’s Standards for curriculum accreditation

This major research paper (MRP) examines how Schools of Social Work (SSW) in Canada reproduce social workers who participate in and perpetuate existing systems of oppression. Social workers either end up continuing to contribute to existing oppressive structures in society or working towards breaking down those structures; and an integral part in making that distinction is the education that they receive. This MRP focuses on critically analyzing the Canadian Association of Social Work Education (CASWE) standards for Masters of Social Work (MSW) curriculum accreditation through an anti-colonial and post colonialism framework with an understanding of the effects of neoliberalism. This critical analysis was conducted through critical discourse analysis to reveal how colonialism and neoliberalism permeate curriculum standards which ultimately shape social work practice today. Main findings indicate that the curriculum accreditation standards have underlying discourses related to professionalism, social justice, surveillance, institutionalization and the absence of race.

Progressive change-makers or agents of Colonialism? Taking another look at the CASWE’s Standards for curriculum accreditation

This major research paper (MRP) examines how Schools of Social Work (SSW) in Canada reproduce social workers who participate in and perpetuate existing systems of oppression. Social workers either end up continuing to contribute to existing oppressive structures in society or working towards breaking down those structures; and an integral part in making that distinction is the education that they receive. This MRP focuses on critically analyzing the Canadian Association of Social Work Education (CASWE) standards for Masters of Social Work (MSW) curriculum accreditation through an anti-colonial and post colonialism framework with an understanding of the effects of neoliberalism. This critical analysis was conducted through critical discourse analysis to reveal how colonialism and neoliberalism permeate curriculum standards which ultimately shape social work practice today. Main findings indicate that the curriculum accreditation standards have underlying discourses related to professionalism, social justice, surveillance, institutionalization and the absence of race.

Teaching and Practice of Community Organization and Development in South Asia: Evidence from Pakistan and Nepal

Community Organization and Development (COD) is one of the core methods of social work and is taught in schools of social work across South Asia. This study is based on the semi structured interviews with social work educators in Nepal and Pakistan, and the personnel narratives of the authors. It provides a background of teaching Community Organization and Development, with its practices and methods in South Asian region (particularly in Pakistan and Nepal). The study discusses the nature and challenges for community work and its relationship to social work teaching and practice. Its main theme is to find out the answer that, how to teach and nurture students of social work to gain perspectives and skills of community organizing? The study concludes that social work educators specializing in teaching and practice will have to (un)learn and refocus. The teaching strategies to engage students need to be revised and re-interpret with the new social work curriculum teaching methodologies.

Serving the state or serving the people? The dilemma of social work graduates in Mainland China

This article reports on the result of an exploratory qualitative study with in-depth interviews conducted with postgraduate students in Chinese universities. The data were collected from five schools of social work, covering three provincial-level administrative regions of Beijing, Shanghai and Shandong. The principal aim of this article is to understand the development of social work and student perspectives on the government’s role in social work development and the function of social work in China. The study shows that Chinese social work is still developing, and the expansion and function of social work education and practice is mandated by the state. Despite a robust authoritarian hold by the government, the study finds hope among the graduate students about the mission and future of social work in China.

Doctoral Students’ Academic and Professional Network Development: A Collaborative Autoethnography of Students Engaged in Fatherhood Research

Aim/Purpose: The overarching purpose of this paper was to examine how a collaborative working group of doctoral students from different institutions evolved into a community of practice and developmental network. Specifically, the aim of this study was to examine this group’s progression from working group to support group, a process that occurred through academic support, social support, professional networking, professional development, and skill development. Background: Although doctoral cohorts are often formed within the same school, some informal groups may develop among students in the same discipline from different schools. The authors explored how the formation of a working group, through attendance at an annual academic conference, enhanced their doctoral education and expanded their network through social and academic support. Methodology: The participant-researchers in this study used collaborative autoethnography to collectively examine their participation in this group formed outside of their respective schools of social work. Having worked together for over a year, meeting monthly through video calls, on a discrete project, the participant-researchers embarked on this collaborative authoethnography as they discovered their transformation from working group to support group. This group of five participant-researchers examined their own feelings about their participation in the group and the consequent benefits of belonging to such a group. Contribution: This study makes an important contribution to the doctoral education literature about how doctoral students from different schools can form informal groups that serve as a key source of intra-disciplinary networking, resources, opportunities, and support. This contribution helps to further the research on what kinds of supports doctoral students need in order to remain in their programs and graduate. Findings: We found that a working group of doctoral students from different schools of social work can develop into a community that can be used for social, academic, and networking support. We discovered that relationships with peers across schools provided a supportive environment that was distinct from those formed within our schools. Joining together to achieve a common research goal encouraged members to extend content-specific support. In addition, this group found that members had the opportunity to compare experiences at their respective doctoral programs, which enhanced peer support. Recommendations for Practitioners: Special interest groups at national conferences should encourage doctoral students at different schools to form communities of practice or similar groups. This group formation may lead to opportunities for doctoral students to work on a common project (e.g., website, publication) and serve as a source of social and academic support. Recommendation for Researchers: More research is needed on whether this relationship among doctoral students within the same discipline at different schools is equally helpful among students in different disciplines. Additional research is also needed on whether communities formed during doctoral studies can promote future collaboration as students become professors or researchers. Impact on Society: The present study’s model is applicable for use in academic settings where doctoral students convene for conferences relating to research, teaching, and practice. This model can facilitate the formation of inter-university working groups among students with similar research interests, career trajectories, and life responsibilities. Such groups can enrich peer support, promote collaboration, and enhance professional development. Future Research: More research is needed on whether this kind of social support group amongst doctoral students can be sustained as the students transition into academic careers. Additional research is also needed on whether these types of informal groups work across research focus or whether it works best when students have the same research focus.