Assessing the Development of Cultural Proficiency among Upper-Level Social Work Students

Autor/inn/en	Rahill, Guitele J.; Joshi, Manisha; Lucio, Robert; Bristol, Brittany; Dionne, Ariele; Hamilton, Alexis
Titel	Assessing the Development of Cultural Proficiency among Upper-Level Social Work Students
Quelle	In: Journal of Social Work Education, 52 (2016) 2, S.198-213 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
Schlagwörter	Social Work; Counselor Training; Graduate Students; Cultural Awareness; Assignments; Proverbs; Cultural Pluralism; Social Justice; Counselor Client Relationship; Grounded Theory; Research Papers (Students); Scoring Rubrics; Outcomes of Education; Student Evaluation; Competency Based Education + Suchen Sie Ihr Suchwort? Soziale Arbeit; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Cultural identity; Kulturelle Identität; Assignment; Auftrag; Zuweisung; Sprichwort; Kulturpluralismus; Soziale Gerechtigkeit; Scoring formulas; Auswertungsbogen; Lernleistung; Schulerfolg; Schulnote; Studentische Bewertung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode
Abstract	Graduate social work pedagogy is challenging to diverse faculty and students who work with diverse clients, often in international practice. We discuss the development, outcomes, and assessment of an assignment designed to stimulate students' research on proverbs as cultural resources for practice and to promote attainment of six competencies related to diversity and social justice of the Council on Social Work Education's Educational Policy and Accreditation Standards. We used procedures from grounded theory and Atlas.ti to analyze 40 student papers. More than 70% of papers reflected students' mastery of three competencies, suggesting the assignment was insufficient to ensure attainment of all six competencies and signaling errors in the structure of the assignment and in the rubric. Ensuring students' achievement of the competencies requires careful design and assessment of assignments and deliberate, structured assessment of the assignment outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01