JBSW

Shifting the Historical Lens: Early Economic Empowerment Among African Americans
N. Yolanda Burwell

The use of economic clout by poor and middle class African Americans to secure social work professionals and foster social change is the subject of a historical case study. By collecting pennies, nickels and dimes from friends, African Americans paid the salaries and expenses of the first "colored" workers in public welfare agencies in segregated and predominately rural North Carolina. One African American social worker was identified in the state in 1925. Four years later, twenty-six African American social workers were employed in county welfare offices. This study concludes with urging a "raised consciousness" about people of color who act in their own self-interest in small, but significant ways. Social work educators are urged to teach students about all people of color as "philanthropists and economic producers."

A Survey of Information Technology-Related Curriculum in Undergraduate Work Programs
Jerry Finn and Melissa Lavitt

This study examined the extent to which undergraduate social work programs include information technology in their curriculum and how this inclusion is implemented. A national survey (N=297) of BSW programs was conducted in order to learn more about the inclusion of computer literacy skills in BSW education, and to assess the importance and amount of information technology content in BSW programs. Furthermore, feelings about the creation of a CSWE computer literacy requirement were also sought. It was found that respondents believe that information technology is important and should be integrated within the curriculum, but that this does not occur in the vast majority of programs. Although most programs stated that they taught some computer-related content in the social work curriculum, forty percent noted that students could graduate without any course content pertaining to computers. When it is present, information technology is primarily taught as part of the research course as a tool for statistical analysis rather than as a tool for facilitating BSW generalist practice. Respondents believed an overcrowded curriculum is the chief barrier to inclusion of information technology curriculum content. Discussion focused on the inevitable increase in information technology in the university curriculum. Consequently, it is critical that social work integrate information technology within the curriculum in order to convey the professions unique perspective on clients. Suggestions were made regarding how such integration can occur.

Minority Content in Undergraduate Social Work Curricula
Gloria Duran Aguilar

A content analysis of 486 syllabi from 110 baccalaureate social work programs was conducted to assess the extent of minority content in undergraduate social work curricula. Programs were requested to submit syllabi for required courses in the Human Behavior and the Social Environment, Research, and Policy foundation areas, as well as courses specifically focusing on minority groups. Findings indicate that content on women and women's issues is highly integrated across the curriculum, but content on racial/ethnic minorities does not appear to be as integrated into the curriculum. In particular, scant attention is being paid to minorities in the Research foundation.

Disability Law and Undergraduate Social Work Education: Practicing What We Preach
Robert G. Madden

There are a variety of laws and regulations governing the relationship between a postsecondary education institution and a student with a disability. This paper reviews the laws by analyzing cases brought by students who claimed their rights had been violated. Specific recommendations are made for undergraduate social work programs. Student rights can be protected while maintaining program integrity if programs can respond flexibly to the needs of students with disabilities.

Factors Contributing to the Retention of Minority Students: Implications for Incorporating Diversity
Wanda D. Bracy and Mary Cunningham

How Do BSWs and MSWs Differ?
John Rogers, Marshall L. Smith, Grafton H. Hull, Jr., and JoAnn Ray

A comparison of those graduates who hold undergraduate degrees in Social Work (BSW) with those who earned both a BSW and a Master of Social Work (MSW) is presented using data obtained from the first phase of the Baccalaureate Program Directors (BPD) Outcomes Study. The findings, based upon 2,212 graduates from 28 undergraduate programs across the nation provide information on the graduates, their employment status, educational achievements, jobs they hold, professional activities, and perceptions of the usefulness of their professional education. Comparisons between MSWs and BSWs are useful for curriculum planning and accreditation evaluation.

A Course for the Inclusion of Qualitative Methodology into Research Course Content
Spencer J. Zeiger

This article is addressed to social work faculty and administrators who are concerned with the content of research courses. The author advocates for an increase in content on qualitative methodology, noting that it is well-suited to the needs of social work students and practitioners. As a means toward accomplishing this shift, a process- oriented research assignment is introduced. This assignment provides students with an opportunity to apply their knowledge and understanding of qualitative interviewing and data analysis. Students are required to interview either a family with a cultural heritage other than their own, a non-traditional family system, or a family with special needs. The interview serves a dual purpose by also serving as the basis for product- oriented assignment in a required Human Behavior and the Social Environment Course.

Linking Research and Practice in Diverse Settings
Marjorie Ziefert, Kaaren Strauch Brown, and Elvia Krajewski-Jaime

This paper describes an applied research course that engages students in agency evaluation projects. This not only helps students develop research skills but also instills in them a positive perspective on the necessity for, and the process of, conducting research. The experience also provides opportunities for faculty service and scholarship.

Home Current Issue Previous Issues Manuscript Submissions Editorial Board Consulting Editors Contact Us Library Orders Advertising in JBSW	Volume 1, Number 1 Fall 1995
		Shifting the Historical Lens: Early Economic Empowerment Among African Americans N. Yolanda Burwell The use of economic clout by poor and middle class African Americans to secure social work professionals and foster social change is the subject of a historical case study. By collecting pennies, nickels and dimes from friends, African Americans paid the salaries and expenses of the first "colored" workers in public welfare agencies in segregated and predominately rural North Carolina. One African American social worker was identified in the state in 1925. Four years later, twenty-six African American social workers were employed in county welfare offices. This study concludes with urging a "raised consciousness" about people of color who act in their own self-interest in small, but significant ways. Social work educators are urged to teach students about all people of color as "philanthropists and economic producers." A Survey of Information Technology-Related Curriculum in Undergraduate Work Programs Jerry Finn and Melissa Lavitt This study examined the extent to which undergraduate social work programs include information technology in their curriculum and how this inclusion is implemented. A national survey (N=297) of BSW programs was conducted in order to learn more about the inclusion of computer literacy skills in BSW education, and to assess the importance and amount of information technology content in BSW programs. Furthermore, feelings about the creation of a CSWE computer literacy requirement were also sought. It was found that respondents believe that information technology is important and should be integrated within the curriculum, but that this does not occur in the vast majority of programs. Although most programs stated that they taught some computer-related content in the social work curriculum, forty percent noted that students could graduate without any course content pertaining to computers. When it is present, information technology is primarily taught as part of the research course as a tool for statistical analysis rather than as a tool for facilitating BSW generalist practice. Respondents believed an overcrowded curriculum is the chief barrier to inclusion of information technology curriculum content. Discussion focused on the inevitable increase in information technology in the university curriculum. Consequently, it is critical that social work integrate information technology within the curriculum in order to convey the professions unique perspective on clients. Suggestions were made regarding how such integration can occur. Minority Content in Undergraduate Social Work Curricula Gloria Duran Aguilar A content analysis of 486 syllabi from 110 baccalaureate social work programs was conducted to assess the extent of minority content in undergraduate social work curricula. Programs were requested to submit syllabi for required courses in the Human Behavior and the Social Environment, Research, and Policy foundation areas, as well as courses specifically focusing on minority groups. Findings indicate that content on women and women's issues is highly integrated across the curriculum, but content on racial/ethnic minorities does not appear to be as integrated into the curriculum. In particular, scant attention is being paid to minorities in the Research foundation. Disability Law and Undergraduate Social Work Education: Practicing What We Preach Robert G. Madden There are a variety of laws and regulations governing the relationship between a postsecondary education institution and a student with a disability. This paper reviews the laws by analyzing cases brought by students who claimed their rights had been violated. Specific recommendations are made for undergraduate social work programs. Student rights can be protected while maintaining program integrity if programs can respond flexibly to the needs of students with disabilities. Factors Contributing to the Retention of Minority Students: Implications for Incorporating Diversity Wanda D. Bracy and Mary Cunningham How Do BSWs and MSWs Differ? John Rogers, Marshall L. Smith, Grafton H. Hull, Jr., and JoAnn Ray A comparison of those graduates who hold undergraduate degrees in Social Work (BSW) with those who earned both a BSW and a Master of Social Work (MSW) is presented using data obtained from the first phase of the Baccalaureate Program Directors (BPD) Outcomes Study. The findings, based upon 2,212 graduates from 28 undergraduate programs across the nation provide information on the graduates, their employment status, educational achievements, jobs they hold, professional activities, and perceptions of the usefulness of their professional education. Comparisons between MSWs and BSWs are useful for curriculum planning and accreditation evaluation. A Course for the Inclusion of Qualitative Methodology into Research Course Content Spencer J. Zeiger This article is addressed to social work faculty and administrators who are concerned with the content of research courses. The author advocates for an increase in content on qualitative methodology, noting that it is well-suited to the needs of social work students and practitioners. As a means toward accomplishing this shift, a process- oriented research assignment is introduced. This assignment provides students with an opportunity to apply their knowledge and understanding of qualitative interviewing and data analysis. Students are required to interview either a family with a cultural heritage other than their own, a non-traditional family system, or a family with special needs. The interview serves a dual purpose by also serving as the basis for product- oriented assignment in a required Human Behavior and the Social Environment Course. Linking Research and Practice in Diverse Settings Marjorie Ziefert, Kaaren Strauch Brown, and Elvia Krajewski-Jaime This paper describes an applied research course that engages students in agency evaluation projects. This not only helps students develop research skills but also instills in them a positive perspective on the necessity for, and the process of, conducting research. The experience also provides opportunities for faculty service and scholarship.