African American Social Work Faculty: Overcoming Existing Barriers and Achieving Research Productivity

Autor/inn/en	Allen, Junior Lloyd; Huggins-Hoyt, Kimberly Y.; Holosko, Michael J.; Briggs, Harold E.
Titel	African American Social Work Faculty: Overcoming Existing Barriers and Achieving Research Productivity
Quelle	In: Research on Social Work Practice, 28 (2018) 3, S.309-319 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-7315
DOI	10.1177/1049731517701578
Schlagwörter	African Americans; African American Teachers; Social Work; Barriers; Productivity; Educational Research; Teacher Researchers; Resilience (Psychology); Resistance (Psychology); Scholarship; Qualitative Research; Interviews; Mentors; Teacher Collaboration; Strategic Planning; Time Management; College Faculty; Georgia + Suchen Sie Ihr Suchwort? Afroamerikaner; African Americans; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Soziale Arbeit; Produktivität; Bildungsforschung; Pädagogische Forschung; Lehrerforschung; Resistenz; Scholarships; Stipendium; Qualitative Forschung; Interviewing; Interviewtechnik; Lehrerkooperation; Strategy; Planning; Strategie; Planung; Zeitmanagement; Fakultät
Abstract	Purpose: This study explored the scholarship experiences of top-ranked African American faculty in schools of social work. Method: Qualitative interviews were conducted with N = 10 top-ranked African American faculty identified as achieving considerable productivity and impact of scholarship. Findings: Four major themes were identified, each of which had 2-3 subcategories. These included (1) mentorship, (2) collaboration, (3) time, and (4) strategic planning. The data revealed that of these identified themes, mentorship was the most prominent, and collaboration, although important, was the least. Implications: The noted experiences and strategies highlighted in this study could be of great utility for those seeking to enhance their scholarly productivity and impact, particularly for (a) junior faculty, (b) African American faculty, and (c) doctoral student researchers and candidates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01