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This article explores doctoral student satisfaction as related to interest in the professoriate and as influenced by issues of social justice, according to a national student survey. Results indicate that 85% of respondents were satisfied or very satisfied with their doctoral education. Most satisfying aspects were individualization or independence, collegiality or collaboration, praxis or translation, and reaching or achieving milestones. Least satisfying aspects were educational environments or climates, course quality, mentorship quality, and finances. Eighty percent reported that satisfaction was “explained by social justice training opportunities and a sense of a socially just institution.” At research-intensive universities, satisfaction predicted interest in the professoriate. Understanding student satisfaction may improve doctoral education and the faculty pipeline.

Social work claims social justice as a central value of the profession with the aim of challenging and changing oppressive structures. Despite this purported emphasis, there appears to be limited knowledge of how social justice is expressed and embedded in doctoral programs of social work. Social work PhD programs are of particular interest because of the unique position of program graduates to impact social work research and practice. This article examined how social work PhD programs in the US represent social justice discourses in program manuals and mission statements. Through a qualitative content analysis of selected social work PhD program documents, a continuum of social justice engagement emerged. Four categories were identified across this continuum: mentioning, theorizing, acting, and integrating. Social work PhD programs that reflect on how social justice is expressed within and beyond their programs may provide a more equitable and inclusive learning environment in social work PhD programs, impart to students a more in-depth understanding of social justice theory and praxis, and ultimately prepare emerging scholars to be critically aware researchers and educators.

This article describes an effort to further infuse social justice education into doctoral programs in social welfare. It articulates the rationale and tactical approaches for aligning mission statements with the operational realities of university contexts. Within 1 school of social work, doctoral students with diverse orientations to social justice came together to articulate a vision for social justice education that expanded the educational contract between students and the institution by enhancing their respective opportunities and responsibilities in the areas of scholarship, teaching, and service. This article shares 30 learning objectives emergent from an incremental change process for enhancing social justice education at the doctoral level and reflects on the strengths and limitations of this approach to advancing social justice priorities. © 2014 Council on Social Work Education.

This article explores doctoral student satisfaction as related to interest in the professoriate and as influenced by issues of social justice, according to a national student survey. Results indicate that 85% of respondents were satisfied or very satisfied with their doctoral education. Most satisfying aspects were individualization or independence, collegiality or collaboration, praxis or translation, and reaching or achieving milestones. Least satisfying aspects were educational environments or climates, course quality, mentorship quality, and finances. Eighty percent reported that satisfaction was "explained by social justice training opportunities and a sense of a socially just institution." At research-intensive universities, satisfaction predicted interest in the professoriate. Understanding student satisfaction may improve doctoral education and the faculty pipeline.

Diversity and social justice are central to social work and related curricular content is mandated by accreditation standards. However, research regarding diversity and social justice courses remains limited. This study aimed to better understand how these courses are conceptualized through a qualitative content analysis of course descriptions and objectives from 27 MSW course syllabi. Findings were organized into themes related to knowledge, skills, and values-based content areas. Emergent themes highlighted that these courses center knowledge acquisition, are linked to professional socialization, and have self-awareness as a primary goal. Implications for social work education are discussed.

This teaching note examines the use of intentional, identity-centered spaces in the social work classroom. We discuss the use of identity-based caucusing as a means of centering the embodied and lived experiences of students in the social work classroom, drawing from previous classroom experiences in an MSW foundation course on social justice at a large public university. Specifically, we consider borderland perspectives and postcolonial constructions of third spaces and their usefulness in social work pedagogy. In particular, we pose questions regarding the use of third space caucusing as a means of embracing and affirming both/and, neither/nor identity positionalities. We also consider possibilities of student-centered, critical pedagogical approaches while paying attention to the unique challenges and contexts of social work education.

Lesbian, gay, bisexual, transgender, and queer (LGBTQ) issues, experiences, and theorizing have had limited representation within social work education. In recent years there has been an increase in the scholarly discourse regarding queer and trans issues and social work education, but little is known about the landscape of this body of published work. In this scoping review, we explored peer-reviewed literature regarding the intersections of social work education and queer and trans experience, issues, and theorizing. Utilizing major academic databases, we identified 54 articles published in social work literature from 2010 to 2020 that met inclusion criteria. Topical areas of study included: classroom experiences of queer and trans students/faculty, student/faculty attitudes toward LGBTQ people, integration of gender and sexuality content within social work curriculum, and pedagogical strategies. In addition, we analyzed rationales for the research presented, theoretical frameworks employed, representation of identities, engagement with race, authors’ identity disclosure, and recommendations for social work education. We suggest that more scholarship is needed within social work education that centers the lived experiences of queer and trans people; asks a range of questions rooted in varied theories and epistemologies; and decenters whiteness and focuses on intersectionality within queer and trans communities. [ABSTRACT FROM AUTHOR]

Health care organizations, like individuals, can evolve to become antiracist and promote racial equity within and beyond the organization. In this brief article, we introduce an intersectional antiracist advocacy practice framework applicable to health care organizations that seek restorative and transformative change, as well as participation in social and economic justice action. Becoming an antiracist organization requires an acknowledgment that no organization is impervious to racist and other oppressive ideologies. Organizations can then begin to interrogate, interrupt, and address how racism permeates agency policies, procedures, and culture. The implementation of an intersectional antiracist advocacy practice framework within organizations involves a multifaceted approach, including both internal and external practices. Internally facing practices include providing mandatory antiracist trainings to all employees; promoting a representative and equitable workplace; and developing an organizational power structure based on inclusion, transparency, and accountability. Externally facing practices include fostering nonexploitative, reciprocal community partnerships; contributing to social and economic justice movements; and demonstrating transparency and accountability for the negative impact of operations in Black, Indigenous, and People of Color (BIPOC) communities and lands. We conclude with key questions for health care organizations to consider in regard to their racial equity efforts, specifically around organizational readiness, risk tolerance, and long-term commitment. [ABSTRACT FROM AUTHOR]

This article describes an effort to further infuse social justice education into doctoral programs in social welfare. It articulates the rationale and tactical approaches for aligning mission statements with the operational realities of university contexts. Within 1 school of social work, doctoral students with diverse orientations to social justice came together to articulate a vision for social justice education that expanded the educational contract between students and the institution by enhancing their respective opportunities and responsibilities in the areas of scholarship, teaching, and service. This article shares 30 learning objectives emergent from an incremental change process for enhancing social justice education at the doctoral level and reflects on the strengths and limitations of this approach to advancing social justice priorities.

Guidelines for LGBTQ-inclusive care have been developed by a number of expert organizations to mitigate significant barriers to accessing quality physical and mental health care. This scoping review synthesized nonclinical best practices for creating LGBTQ-affirming care environments as described in 12 publicly available resources. Results were organized into seven domains: (1) interpersonal quality; (2) visual cues in the physical environment; (3) facilities and administrative environment; (4) workforce and workplace; (5) trainings; (6) research, assessment, and evaluation; and (7) outreach and engagement. Innovative practices are highlighted, including margin-to-center approaches and engagement in political action. Recommendations for practice and research are discussed. [ABSTRACT FROM AUTHOR]

This study explored turning points in health perceptions among lesbian, gay, bisexual, transgender, and queer (LGBTQ) adults of color living in a major US city. Turning points in health perceptions were elicited from 38 participants through in-depth interviews and were examined using interpretive phenomenological analysis. Findings revealed three key themes: (a) diagnosis and disease; (b) death or illness of family and friends; and (c) changes in environmental context and body. The positive impacts of turning points are discussed, including the development of active coping skills, engagement in health-promoting behaviors, and increased community connectedness. Implications for future research are also suggested. [ABSTRACT FROM AUTHOR]

The convergence of the COVID-19 pandemic and social/political protest concerning structural anti-Black racism marks a moment for deep reflection and revision of many taken-for-granted assumptions about our research and academic lives as social work scholars. In this reflexive essay we, as two non-Black qualitative social work scholars, explore some of the questions and considerations for social work research that have surfaced since the emergence of these complex social, political, and economic crises. We organize our reflection around what we study, why, and how we go about studying it. We then offer a discussion of various constraints and challenges that emerge in this type of reflective scholarly practice, including an analysis of how contexts of white supremacy culture and neoliberalism shape social work scholarship. We close the essay with a number of recommendations for further reflection for social work scholars, such as reviewing research practices, seeking external research funding, practicing reflexivity, interrogating assumptions about knowledge production, self and community care, and integrating scholarly work into social work curriculum. [ABSTRACT FROM AUTHOR]

Lesbian, gay, bisexual, transgender, and queer (LGBTQ) communities of color experience intersecting systems of oppression that limit access to health care, safety, and other basic resources. Important research has documented these disparities, their antecedents, and consequences. However, little research has examined the strengths of multiply marginalized LGBTQ communities. Drawing from a health equity framework, this study is based on interviews with 38 LGBTQ-identified people of color in New York City. We used framework analysis to examine participants' perspectives on the role of community in enhancing health and well-being. Community strengths identified by participants included (a) safety, acceptance, and support; (b) interconnectedness and resource sharing; and (c) advocacy, collective action, and community potential. Recommendations for policy, practice, and future research are suggested, including efforts toward community power building. [ABSTRACT FROM AUTHOR]

This article examines underlying assumptions of Master of Social Work diversity and social justice courses as sites that embody social work's dual projects of social justice and professionalization. Through a latent content analysis of course syllabi from 27 US-based social work programs, three key assumptions emerged: (1) social workers are members of dominant social groups; (2) cultural competency and anti-oppression are compatible frameworks; (3) self-awareness mitigates oppression. Findings reflect the reification of dominant culture groups in social work and promotion of individual-level skill development over structural change. Implications and recommendations for social work education and future research are discussed. [ABSTRACT FROM AUTHOR]

Transgender women of color face numerous barriers to accessing quality health and human services due to intersecting systems of oppression. Using transmisogyny as a conceptual tool, the current study drew upon individual, in-depth interviews with ten transgender women of color living in New York City. Interpretive phenomenological analysis (IPA) was used to explore the experiences of participants in care settings and compare their experiences in LGBT-specific settings to non-specific settings. Results from this study suggest specific health and human services practices and policies can improve the healthcare experiences of transgender women of color and advance health equity for all. [ABSTRACT FROM AUTHOR]

Social work scholarship concerned with mixed-race and queer identities is growing and ever-changing, yet often treats race and sexuality as separate experiences independent from context and environment. In addition, in studies of mixed-race people, the legacy of the Black-White/US-based multiracial paradigm and the history of such research using race as the only or primary analytic has left a dearth of studies that seek to understand mixed-race experiences within geographical, transnational and intersectional contexts. In this paper, we extend previous work focused on situational and contextual multiracial identities through an interview-based study of a sample of 12 queer and mixed-race individuals. We employ a narrative analysis to explore how emergent themes of geography and migration are salient to self-making processes of participants. Findings include: (1) diverse geographic and migration histories among participants; (2) interviewees’ use of discursive strategies that draw upon experiences of geography and migration within the narrative structure; and (3) the critical role of geography and migration in expanding and changing participants’ identity discourses and in shaping individuals’ identity and sense of community. Ultimately, this work serves as a call for on-going attention to how geography and migration, as well as intersectional and transnational perspectives, add depth and texture to studies of queer-mixed people while also offering specificity to social work’s broader commitment to context and environment. [ABSTRACT FROM AUTHOR]