Race, Space, and Culture: Exploring the Educational Experiences of African American Doctoral Social Work Students.
In 2008, the Council on Social Work Education (CSWE) initiated internal efforts to reenvision its accreditation framework. One of its primary intentions was to identify and engage in activities that could further advance racial equity throughout social work education. However, despite these efforts,...
| Publicado en: | Journal of Social Work Education Vol. 61; no. 3; pp. 397 - 409 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Summer2025
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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=187500147&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 187500147 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: Summer2025 vid: 61 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 187500147 10.1080/10437797.2025.2495242 ppf: 397 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P size: 421KB tig: atl: Race, Space, and Culture: Exploring the Educational Experiences of African American Doctoral Social Work Students. aug: au: Bryant, Danté D. Swafford, Tayon su: School environment African Americans Social workers Culture Social work education Racism Experience Students Race Phenomenology Commitment (Psychology) Student attitudes Educational attainment Accreditation Doctoral programs sug: subj: School environment African Americans Social workers Culture Social work education Racism Experience Students Race Phenomenology Commitment (Psychology) Student attitudes Educational attainment Other Individual and Family Services Accreditation Doctoral programs ab: In 2008, the Council on Social Work Education (CSWE) initiated internal efforts to reenvision its accreditation framework. One of its primary intentions was to identify and engage in activities that could further advance racial equity throughout social work education. However, despite these efforts, CSWE's focus and effect have been largely relegated to bachelor's- and master's-level programs. Conversely, considerably less attention has been dedicated to exploring the potential need for similar pursuits within doctoral-level social work spaces. To respond to this gap in the literature, this study engages the experiential realities of 14 African American social work doctoral students attending predominantly White collegiate institutions. This study uses interpretative phenomenological analysis and the concept of race and space to understand, articulate, and contextualize better the educational experiences of the largest racialized population within social work doctoral programs. Major findings suggest shared experiences of cultural estrangement, distrust, and protective distancing. Findings have significant implications for social work education and research and may inform efforts to more fully advance doctoral educational environments to ensure their promotion and embodiment of social work's professed commitment to actualizing more racially and culturally just institutional practices, policies, and procedures. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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