Stressors, Strengths, and Social Justice: A Post-Intentional Phenomenological Inquiry into the Race-Related Experiences of Black Master of Social Work Students at Predominantly White Institutions

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Autor/in	Palmer, Mary Theresa
Titel	Stressors, Strengths, and Social Justice: A Post-Intentional Phenomenological Inquiry into the Race-Related Experiences of Black Master of Social Work Students at Predominantly White Institutions
Quelle	(2023), (297 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, North Carolina Agricultural and Technical State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-0324-0
Schlagwörter	Hochschulschrift; Dissertation; Graduate Students; Blacks; African American Students; Social Work; Professional Education; Predominantly White Institutions; Student Experience; Racism; Racial Factors; Stress Variables; Social Justice; Masters Programs + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Black person; Schwarzer; African Americans; Afroamerikaner; Schüler; Schülerin; Soziale Arbeit; Berufsausbildung; Studienerfahrung; Rassismus; Soziale Gerechtigkeit; Magister course; Magisterstudiengang
Abstract	This qualitative research study explores the race-related experiences of Black Master of Social Work (MSW) students in four predominately White institutions (PWIs) in the Southeastern United States. The study is grounded in post-intentional phenomenology using a Critical Race Theory (CRT) lens. These two action-oriented social justice approaches are utilized together in this study to offer recommendations for change focused on dismantling racism and fostering greater equity within MSW education. Using semi-structured individual interviews, 11 Black MSW students were asked about race-related experiences in the context of their MSW programs, such as encounters with microaggressions and difficult classroom dialogues as well as experiences with microaffirmations and ways in which individual and cultural strengths helped them navigate their educational experience. A subset of five of the 11 study participants self-selected to participate in a follow-up community listening session, which included an exploration of their experience participating in this cross-racial research study with a White researcher. Given a shared focus on social justice and action, post-intentional phenomenology and CRT were well suited to the study's aim of contributing to the dismantling of racism in the academy (including within research) and creating more equitable environments within social work education. The resulting productions and provocations emerging from the data lead to specific recommendations regarding ways in which MSW program administrators, faculty, and researchers can create more equitable, inclusive, and socially just environments for Black students by: (1) Amplifying Black Presence and Influence, (2) Cultivating Connection and Support, (3) Evolving Educational Practices (i.e., in the curriculum, in teaching, in student skill-building, and in practicum processes), (4) Transforming Administrative Processes, and (5) Engaging in Reflexive Cross-Racial Research. As a cornerstone of both racial justice work and post-intentional phenomenology, the study also includes the researcher's own reflexivity and call to action overlaid with an understanding of the never-done-ness aspect of equity focused work and the need for continual interrogation and evolution as a forward moving process rather than as a finish line. Ongoing future research grounded in social justice action is needed to ensure the academy evolves in dismantling racism in MSW education and focuses in meaningful ways on fostering environments that result in greater numbers of Black MSW students finding a valued place within the social work profession. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01