Suchergebnisse

The challenges BIPOC junior faculty face when preparing for tenure is not a new phenomenon, however doing so during a global pandemic magnifies these issues and requires us to consider the significant impact this has on earning tenure and promotion. Extent literature on pre-tenure BIPOC women faculty highlight their experiences of isolation and added pressures to perform. Women faculty with children encounter additional challenges as they may feel isolated, guilty about their productivity, and added pressure to prove themselves in the academy. Considering these factors influencing tenure, this testimonio provides a brief account of my experiences as a pre-tenure BIPOC junior faculty during the COVID-19 pandemic. I discuss the time constraints and expectations to maintain productivity, while managing my new full-time role as primary caregiver to my daughter. It concludes with implications for supporting pre-tenure BIPOC junior women faculty during COVID-19 as they prepare for tenure.

We propose that the profession is theoretically at a point of convergence between CRT and LatCrit. Both theories are united in the production of knowledge to dismantle oppression. This article provides a brief review of CRT and a comprehensive understanding of LatCrit as a starting point for critical social work education perspectives. We discuss implications for social work education by broadening the racial discourse to include Latinas/os/x and suggest critical solutions and adaptations to current social work pedagogy to better prepare students to enter the social work field and respond to this growing population. We provide recommendations for reevaluating social work and find an exit from the loop of "band-aid" interventions that lack a fundamental basis for addressing the underlying causes of trauma, stress, and racism. We provide concrete examples for incorporating LatCrit into social work education, practice. We close by calling on the professions leading organizations, NASW and CSWE, to release statements addressing the recent assault on CRT (and LatCrit by way of its extension of CRT) and join other social work organizations in condemning the unfair attacks on CRT if social work is committed to the Grand Challenge to Eliminate Racism.

Parent involvement is associated with child academic outcomes, positive behaviors, and social skills. This qualitative study explored school-based parent involvement barriers experienced by nine low-income mothers. In-depth interviews were used to collect data from mothers participating in a community-based program offered in a large public housing neighborhood. Findings included three main barriers: (a) cultural and language differences in their children's school, (b) undertones of racism from teachers and parents, and (c) being the primary caregiver or sole provider for their children. Although all parents experience challenges to school involvement, low-income mothers face additional obstacles preventing them from engaging in their children's schools. This perceived lack of school involvement can lead to feelings of helplessness, shame, and stigma.

Latina/os experience some of the lowest academic outcomes and youth of Mexican-origin are among the most educationally disadvantaged of all Latina/o subgroups. These disparities impact many Latina/o students including our family. In the 1960s and 1970s, the Chicana/o Movement focused on fighting for equality and access to quality education for Chicana/o students. Our parents were among the students who participated in and benefited from this fight. This set their children on the path to educational success. This is the story of how they broke down the educational barriers and set their children up as projectiles that pelted against an inferior educational system and unequal access. Through the lens of critical race theory (CRT) and Latina/o CRT, we use counter storytelling and narratives to demonstrate the parallels between the barriers and facilitators to educational success we experienced and those of Latina/o students. Barriers include socioeconomic hardships and racial discrimination in school. Facilitators include access and opportunities provided through social activism in the Chicana/o Movement, participation in college pipeline programs, mentorship and authentic caring, culturally relevant curriculum, and familism. We provide recommendations for serving and supporting Latina/o students through the educational pipeline.

"Diversity, Oppression and Change is an engaging and well-researched book about a timely and controversial topic. The authors unpack complex theory-based concepts related to oppression and privilege so that readers can identify their historically based impact on certain groups and communities. They use an easy to understand style, which makes cultural diversity concepts come to life through specific examples and notes from the field, often coming from their own practice, policy and research experiences. This book is essential reading for social workers and allied professionals committed to anti-oppressive practice. Diversity, Oppression and Change is also about hope and resiliency, and the miraculous ability of individuals and communities to bounce back from oppressive experiences and historical trauma to produce lasting social change and achieve social justice"--

AbstractThe objective of this study was to ascertain whether participation in the Your Family, Your Neighborhood (YFYN) intervention, an intervention for families living in low-income neighborhoods, leads to improved perceptions of neighborhood social cohesion and informal neighborhood social control. Fifty-two families in three low-income, urban neighborhoods participated in the manualized YFYN intervention. In this quasi-experimental study treatment families (n = 37) in two low-income neighborhoods received YFYN and control families (n = 15) from one separate low-income neighborhood did not. Families receiving YFYN attended 10 two-hour skills-based curriculum sessions during which they gathered for a community dinner and participated in parent- and child-specific skills-based groups. Treatment families reported increases in both neighborhood social cohesion and informal neighborhood social control after receiving YFYN. However, families receiving YFYN did not experience statistically significant improvements in perceptions of neighborhood social cohesion or informal neighborhood social control compared with nontreatment families. In conclusion, the delivery of YFYN in low-income neighborhoods may improve perceptions of neighborhood social cohesion. Further testing, with randomization and a larger sample, should be conducted to provide a more robust understanding of the impact of YFYN.

Latinx faculty have an opportunity to influence a growing population of incoming Latinx students. As Chicana/Latina social work faculty, we seek to raise consciousness about our biculturalism and demonstrate how it could play a role in educating students. To that end, we highlight issues related to language. The meaning of language is complex, manifesting personally and politically. It is unclear how the relationship between identity and language intersect for individuals working in higher education. Thus, we draw on a theoretical model of bicultural competence and testimonios or first-person narratives to explore these issues in-depth, extrapolate meaning from experience, and report implications for research, teaching, and practice.

Photovoice is a qualitative community-based participatory research (CBPR) method used by researchers and communities to inform policy and advocate for community change. Photovoice was piloted within an established community-based intervention, Your Family, Your Neighborhood (YFYN), within a predominantly Latinx community. YFYN is a dual-generation, evidence-based, manualized curriculum supporting and strengthening bonds between parents and their children while fostering neighborhood social cohesion among families living in low-income communities. The photovoice project was conducted with five families (n=20 participants) in English and Spanish. Participants guided the photovoice process to uncover complex community issues from their direct perspectives to accurately capture the challenges and strengths they encounter in their community. Community challenges identified by participants included the dumping of trash in their neighborhood, inadequate space for their children to play, and heavy traffic that impedes their ability to walk their children to school safely. Participants identified three main community strengths: the local park, the Boys & Girls Club, and personal connections with other YFYN family participants. When participants guide the photovoice process, it helps stakeholders understand and uncover complex issues from community members' direct perspectives to capture the meaning of the issues accurately. Production of knowledge from the community rooted in their lived experience can help reshape the narrative of Latinx families living in low-income communities and allows for social workers to more adequately respond to their specific needs.

Abstract
The COVID-19 global pandemic led to the unprecedented shuttering of nearly all K–12 public education settings across the United States from March through June 2020. This article explores how school social workers' roles, responsibilities, and work tasks shifted during spring 2020 distance learning to address the continuing and changing needs of families and the larger school community. Interviews were conducted with 20 school social workers in K–12 public schools, across three states, to understand the primary needs of children and families during the pandemic and to learn how school social workers can be most effective in responding to these needs. The data were analyzed using a grounded theory approach. Study findings revealed that during spring 2020, school social workers consistently had increased contact and interaction with students' parents that centered around two major activities: (1) food assistance and referrals for families and (2) parent check-ins and coaching. The article discusses implications for the field of school social work during crises and beyond. Considerations include increased funding for schools that serve communities disproportionately affected by the pandemic and the reprioritization of school social workers' roles and responsibilities to include increased contact with parents.