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[\/et_pb_text][\/et_pb_column][et_pb_column type=”3_4″][et_pb_text admin_label=”Joanna Garcia Vaughn” _builder_version=”3.2.2″ text_font_size=”20px” text_font_size_phone=”14″ text_font_size_last_edited=”on|phone”]<\/p>\n
Joanna Garcia Vaughn, “The Smith College School for Social Work Antiracism Commitment: A Chronology and Reflections on the Years 1993-1998,” 2008.<\/strong><\/a><\/p>\n [\/et_pb_text][et_pb_text admin_label=”Joanna Garcia Vaughn” _builder_version=”3.2.2″ text_font_size_phone=”12px” text_font_size_last_edited=”on|phone”]<\/p>\n ABSTRACT<\/strong> The findings are presented in two parts. Firstly, the data are organized into a chronology of the major events, interspersed with commentary from participant interviews regarding these events. Secondly, participant recollections are organized into five major themes regarding the processes of change that occurred. This study contributes to the literature regarding multicultural organizational development and methods of addressing institutional racism in higher education, and is hoped to be a contribution to the Smith College School for Social Work, as it provides an additional study of the changes that are inextricable from the School\u2019s current mission.<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row admin_label=”row” make_fullwidth=”off” use_custom_width=”off” width_unit=”on” use_custom_gutter=”off” custom_padding=”0px|||” padding_mobile=”on” allow_player_pause=”off” parallax=”off” parallax_method=”off” make_equal=”off” parallax_1=”off” parallax_method_1=”off” parallax_2=”off” parallax_method_2=”off” column_padding_mobile=”on” background_position=”top_left” background_repeat=”repeat” background_size=”initial” _builder_version=”3.2.2″][et_pb_column type=”1_4″][\/et_pb_column][et_pb_column type=”3_4″][et_pb_text admin_label=”Julia Kraft Perault, 2009″ text_font_size=”20″ text_text_color=”#363636″ use_border_color=”off” custom_margin=”30px||0px|” text_font_size_last_edited=”on|phone” background_position=”top_left” background_repeat=”repeat” background_size=”initial” _builder_version=”3.2.2″ text_font_size_phone=”14″]<\/p>\n Julia Kraft Perault, “The Experiences of Smith College School for Social Work Students Talking with Field Supervisors about<\/strong> Issues of Race,” 2009.<\/strong><\/a><\/p>\n [\/et_pb_text][et_pb_text admin_label=”Julia Kraft Perault, 2009″ text_text_color=”#363636″ use_border_color=”off” custom_margin=”30px||0px|” text_font_size_last_edited=”on|phone” background_position=”top_left” background_repeat=”repeat” background_size=”initial” _builder_version=”3.2.2″ text_font_size_phone=”12″]<\/p>\n ABSTRACT<\/strong> The researcher hypothesized that students’ year in graduate school and amount of completed graduate coursework and training in issues of race influenced students’ comfort talking with supervisors about issues of race. Open-ended questions inquired into students’ perceptions of the factors influencing racial dialogues in supervision. This study surveyed 84 SCSSW master’s students during their practicum placements. While the study sample was representative across gender and age of the SCSSW student population and social work graduate programs nationwide, students of color were underrepresented in this sample. In spite of this major limitation, the findings demonstrated the importance of an open and safe relationship with a supervisor, who has developed the racial awareness necessary to initiate and explore issues of race in depth with the student. These findings are significant given the dearth of current knowledge on SCSSW students’ experiences incorporating anti-racism learning into field practice through racial dialogues with field supervisors. Findings have implications for social work education, training, practice and policy.<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row admin_label=”row” make_fullwidth=”off” use_custom_width=”off” width_unit=”on” use_custom_gutter=”off” custom_padding=”17px|||” padding_mobile=”on” allow_player_pause=”off” parallax=”off” parallax_method=”off” make_equal=”off” parallax_1=”off” parallax_method_1=”off” parallax_2=”off” parallax_method_2=”off” column_padding_mobile=”on” background_position=”top_left” background_repeat=”repeat” background_size=”initial”][et_pb_column type=”1_4″][\/et_pb_column][et_pb_column type=”3_4″][et_pb_text admin_label=”Charlotte Cromley Curtis, 2010″ text_text_color=”#363636″ use_border_color=”off” custom_margin=”30px||0px|” text_font_size_last_edited=”on|desktop” background_position=”top_left” background_repeat=”repeat” background_size=”initial” _builder_version=”3.2.2″ text_font_size=”20″]<\/p>\n Charlotte Cromley Curtis, “Planting the Seed: The Lasting Impact of an Explicit Anti-racism Mission on White Graduate Students of the Smith College School for Social Work: A Project Based upon Independent Investigation,” 2010.<\/strong><\/a><\/p>\n [\/et_pb_text][et_pb_text admin_label=”Charlotte Cromley Curtis, 2010″ text_text_color=”#363636″ use_border_color=”off” custom_margin=”30px||0px|” text_font_size_last_edited=”on|tablet” background_position=”top_left” background_repeat=”repeat” background_size=”initial” _builder_version=”3.2.2″ text_font_size_phone=”12″]<\/p>\n ABSTRACT<\/strong> [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row admin_label=”row” make_fullwidth=”off” use_custom_width=”off” width_unit=”on” use_custom_gutter=”off” custom_padding=”17px|||” padding_mobile=”on” allow_player_pause=”off” parallax=”off” parallax_method=”off” make_equal=”off” parallax_1=”off” parallax_method_1=”off” parallax_2=”off” parallax_method_2=”off” column_padding_mobile=”on” background_position=”top_left” background_repeat=”repeat” background_size=”initial”][et_pb_column type=”1_4″][\/et_pb_column][et_pb_column type=”3_4″][et_pb_text admin_label=”Malcolm R. Pradia, 2013″ text_font_size=”20″ text_text_color=”#363636″ use_border_color=”off” custom_margin=”30px||0px|” text_font_size_last_edited=”on|desktop” background_position=”top_left” background_repeat=”repeat” background_size=”initial” _builder_version=”3.2.2″ text_font_size_phone=”14″]<\/p>\n
\nThis research study was undertaken to examine the organizational changes involved in the establishment of the Smith College School for Social Work\u2019s commitment to anti-racism during the years 1993 \u2013 1998 in order to establish a chronology of the changes and to collect community members\u2019 reflections on the process. The retrospective case study involved interviews with 12 community members \u2013faculty, staff, and alumni \u2013 who were present at the School between the years 1993 \u20131998 and who were involved in some aspect of the\u00a0 changes. The members were interviewed about their involvement in the changes, their recollections of the changes, and their reflections on the changes. In addition to interviews, School documents were reviewed, including the Meeting Minutes of the Anti-Racism Task Force, in order to establish the chronology of the changes.<\/p>\n
\nThis mixed method survey study explored Smith College School for Social Work (SCSSW) students’ experiences in talking with field supervisors about issues of race. Increased racial and ethnic diversity in the United States calls for attention to issues of race in social work education and practice. The SCSSW shares with major social work organizations its commitment to anti-racism. Field supervision is an integral component of the SCSSW social work curriculum and represents an arena in which students can incorporate anti-racism learning into practice. A dearth of social work conceptual and empirical literature examines racial dialogues in field supervision from the perspectives of social work master’s students.<\/p>\n
\nThis study was undertaken to investigate the ongoing impact of an explicit antiracism mission on white graduates of the Smith College School for Social Work (SSW) and to determine which elements of the anti-racism experience are most salient. Specifically, which salient experiences influence white graduates in continuing to engage in anti-racism work in the field of social work. Data was\u00a0 gathered from 85 white participants who completed the MSW program between 1994 and 2009. An online survey instrument was used to gather quantitative and qualitative data on participants\u2019 attitudes and behaviors related to anti-racism and their recollections of the program as it influenced their learning about racism and whiteness. Significant findings are presented. The most notable finding is that all participants underwent some change or transformation in attitudes and behaviors due to the anti-racism experience, although to varying degrees. Affective consequences of anti-racism pedagogy and the crucial role that professors play in these processes are discussed. Recommendations derived from participants\u2019 responses are put forth.<\/p>\n
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