Economic and Financial Well-Being in the Social Work Curriculum: Faculty Perspectives.
Little is known about financial and economic content (FEC) in social work education, despite the importance of preparing students for practice with low- to moderate-income clients. Additionally, little knowledge exists about faculty perspectives on teaching FEC. This article reports on a qualitative...
| Publicado en: | Journal of Social Work Education Vol. 57; no. 2; pp. 251 - 264 |
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| Autores principales: | , , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=149844059&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 149844059 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10437797 SWE jtl: Journal of Social Work Education issn: 10437797 maglogo: Y pubinfo: dt: 2021 vid: 57 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 149844059 10.1080/10437797.2019.1661919 ppf: 251 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1013KB tig: atl: Economic and Financial Well-Being in the Social Work Curriculum: Faculty Perspectives. aug: au: Hageman, Sally A. Sherraden, Margaret Birkenmaier, Julie M. Loke, Vernon su: Well-being College teacher attitudes Curriculum Interviewing Economics Socioeconomic factors Qualitative research Social work education Research methodology Descriptive statistics Data analysis software sug: subj: Well-being College teacher attitudes Curriculum Interviewing Economics Socioeconomic factors Qualitative research Social work education Other Individual and Family Services Research methodology Descriptive statistics Data analysis software ab: Little is known about financial and economic content (FEC) in social work education, despite the importance of preparing students for practice with low- to moderate-income clients. Additionally, little knowledge exists about faculty perspectives on teaching FEC. This article reports on a qualitative study that examines the perspectives of social work faculty on (1) current coverage and range of FEC in social work education; (2) the degree to which they are receptive to and interested in expanding FEC in the social work curriculum; and (3) the barriers to and their recommendations for expanding FEC in social work education. Semistructured interviews were conducted with 30 social work faculty from programs across the United States engaged in curriculum decisions. Findings show FEC is intentionally taught in various courses, such as social welfare policy, and FEC issues also emerge in an unplanned way in class discussions. Faculty believe FEC is important and relevant for social work practice; however, barriers to including FEC—such as lack of curricular space, time related to program requirements, and lack of faculty preparation—inhibit including additional FEC content. Overall, respondents are cautious but positive about better preparing social workers with additional FEC. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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