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    Social Work Appears Absent in #Ferguson Global Conversation

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    As Editor-in-Chief of Social Work Helper, I recently published an article entitled A Grand Response from Social Work is Needed in Ferguson written by Dr. Charles Lewis who is the President of the Congressional Research Institute for Social Work and Policy. Due to my coverage on the shooting of Mike Brown and the police response in Ferguson, Missouri, I have received lots of comments and responses from both social workers and non-social workers via email and various social media outlets.

    As a result of comments I have received on Facebook, it makes me extremely fearful that some of these people are actually social workers, and I pray they are not working with minority communities. Maybe its a good thing the national media and reporters are not patrolling social worker forums and social media platforms to see what social workers think about national and global events. If they did, many would not be able to withstand the scrutiny placed on their statements.

    As a strong warning, if you are going to proudly display yourself as a social worker in your cap and gown at your School of Social Work graduation, don’t make comments you would not want screen-capped and publicly reviewed. It has been my policy to hide these comments from public view, but this is only a cosmetic solution and does not address the racial divide and attitudes within our profession.

    As one social worker and Facebook commenter provider her analysis of the events in Ferguson:

    The police have nothing to do with voting, the police were shooting at a someone who wasn’t in the wrong place at the wrong time, but a thief who was stealing from a store, then when stopped by the police, charged the police and was shot. This has nothing to do with voting. Look at the autopsy report, instead of hearsay and the media looking for the next big story. I love being a social worker, but it makes my blood boil when other social workers jump on bandwagon going nowhere. Know the facts before you post something like that. Rioting, stealing and destroying other people’s property is not going to help the situation.”

    If this is the primary analysis social workers are developing after seeing the events in Ferguson, then I have to question how are we preparing students and professionals to engage and meet the needs of minority communities. The best explanation and analysis that I could find to help social workers understand why they should care about Ferguson is in a video by John Oliver host of HBO’s Last Week Today. Also, you can view an article at the Jewish Daily making a case for why Jews should care about Ferguson.

    Not only has the shooting of Mike Brown sparked a national conversation, it has sparked a global conversation on all inhabited continents according to the LA Times. Palestinians in Gaza are tweeting advice to American citizens on how to treat tear gas exposure, Tibetan monks arrived in Ferguson to show solidarity with protesters,  #dontshoot protests are happening around the world as a show of solidarity with Ferguson, Amnesty International sends first delegation ever to investigate on American soil, and the United Nations has been holding hearings on the civil rights violations against African-Americans in Geneva, Switzerland.

    According to the New Republic,

    In a 2005 study from Florida State University researchers, a mostly white, mostly male group of officers in Florida were statistically more likely to let armed white suspects slip while shooting unarmed black suspects instead.Police in that study shot fewer unarmed suspects than the undergraduates did, a difference attributable to professional training.  Read Full Article

    As part of my research for this article, I did a Google news search using the strings “social workers” and Ferguson, then I used the string teachers and Ferguson. Please, click on the links to view the results.  I found two results one of which was the article published by Social Work Helper, and the other was a small blurb in a local news reporting stating that Social Workers are going door to door to assist with crisis counseling.

    There is no doubt that there are many social workers already in or headed to Ferguson at their own expense to donate their skills during this crisis. But, the question we should be asking is who is helping to support their efforts on the ground? If you wanted to connect with them, how would you do it? We have many Schools of Social Work and many dues paying social work associations, but has any of them stepped up to offer assistance, help with coordination, provide a point of contact for social workers who do care about Ferguson and want to contribute? If there is, please let me know, and I will help promote your activities. Are social work professors writing letters to the editor, opinion editorials, or looking for ways to incorporate issues in Ferguson in their lesson plans? I found one professor at Columbia University who wrote a letter to the editor in the New York Times via twitter.

    In the past, I have often been frustrated when it seems social workers are always left out of the conversation when discussing federal protections, pay increases, and job loss which tend to focus on teachers, police, and first responders. Also, I have been equally frustrated when professors from other disciplines are becoming political analysts for media outlets for the purpose of explaining social safety net programs that social workers implement. Lately, I have begun looking at this dynamic with new eyes and a fresh perspective, and I am beginning to form another hypothesis. Is social work not apart of the conversation due to exclusion or is it because social work is not showing up?

    Another social worker who I truly respect and admire made the comment, “I am reminded that my profession is ALWAYS active. We don’t have to REACT, because what we do everyday is the action that is part of the solution.” However, I respectfully disagree with this assessment because crisis and emergency situations do not fall into the scope of what we do everyday.

    Even during natural disasters like Hurricane Sandy, social workers acting outside the scope of their employment were left to their own devices. Without a social work organization leading the effort, it increases the difficulty of volunteer social workers to provide information, get support, as well as help with coordination of resources in order to maximize their efforts.

    Human services agencies, Schools of Social Work, and Professional Associations have not exhibited the skill sets to create virtual command centers to steer potential resources to on the ground efforts as well as relay the needs assessment made by ground forces. As a matter of fact, it does not seem that these types of efforts are even viewed as actions to fall within the scope of their responsibility.

    Teachers are change agents everyday, but they are reacting to the events of Ferguson in the following ways:

    Ferguson students have been out of school for the past two because their community has been a war zone. 68% of students in Ferguson schools qualify for reduce or free lunch. As many social workers know, many students in poverty-stricken communities rely on school lunches to survive.

    To help bring some relief to the community, Julianna Mendelsohn, a 5th grade teacher in Bahama, N.C., launched a fundraising campaign to benefit the St. Louis Area Foodbank, with the hope that the organization can offer food assistance to needy students. Mendelsohn set an initial goal of $80,000, and crossed that line today. As of this post’s publishing, her initiative had raised just over $110,000, with two days still to go. Read Full Article

    150 Ferguson teachers used their day off as an opportunity for a civics lesson to help clean broken bottles, trash, and tear gas canisters from the streets.

    “We’re building up the community,” says Tiffany Anderson, the Jennings School District superintendent. She has organized the teachers helping with cleanup, is offering meal deliveries for students with special needs, and has mental health services at the ready. “Kids are facing challenges. This is unusual, but violence, when you have over 90 percent free and reduced lunch, is not unusual,” Anderson says. “Last week, I met with several high school students, some of whom who are out here helping clean up. And we talked a little bit about how you express and have a voice in positive ways.” Read Full Article

    Without school being in session, many educators are concerned with the needs of children due to the high poverty rates.

    Today through Friday, Ferguson-Florissant will provide sack lunches at five elementary schools for any student in the district. The schools are Airport, Duchesne, Griffith, Holman and Wedgwood. On Tuesday, Riverview Gardens provided lunch to 300 children. Jennings also opened up its school cafeterias. Read Full Article

    Ferguson schools are doubling the amount of counselors in their schools. But, what about the parents and adults in this community? Who will help care for their needs and direct them to resources?

    Public schools in Ferguson, Mo., are reinforcing their counseling services for the first day of school Monday in anticipation of students’ anxieties after two weeks of protests in their community. Ferguson-Florissant School District is doubling the number of counselors Monday, and it’s training school staff to identify “signs of distress,” said Jana Shortt, spokeswoman for the school district. Read Full Article

    Most importantly, educators have created the hashtag #Fergusonsyllabus to help other educators turn the events in Ferguson into teachable moments. They have also developed a google doc with resources and teaching tools to create lesson plans on Ferguson which can be found here.

    The bulk of this article focused primarily on service needs, but the macro and advocacy contributions needed in this community are even greater. SAMHSA has also issued a press release to help direct Ferguson residents to their disaster relief and crisis counseling hotline which can be found at http://www.samhsa.gov/newsroom/advisories/1408110710.aspx

    How can social work contribute and be apart of the solution, or is this somebody else’s responsibility? I would love to hear your thoughts!

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    Deona Hooper, MSW is the Founder and Editor-in-Chief of Social Work Helper, and she has experience in nonprofit communications, tech development and social media consulting. Deona has a Masters in Social Work with a concentration in Management and Community Practice as well as a Certificate in Nonprofit Management both from the University of North Carolina at Chapel Hill.

    Diversity

    Why Political Science Can and Should Lead Diversity Efforts in Higher Education

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    Diversity is big business in the academy. Foundations such as Ford, Carnegie, and Robert Wood Johnson support academic efforts to diversify the professoriate; and colleges and universities across the country are investing significant resources in diversity efforts. Furthermore, the academy has begun hiring chief diversity officers, following corporate sector trends — 60% of Fortune 500 companies have chief diversity officers among their top-executives.

    Although the numbers of women in political science have shown modest growth over the last two decades, the number of women of color in the field has largely remained flat. Political science scholarship on minority representation in U.S. legislatures sheds light on this professional conundrum, too. This literature shows how organized women, racial and ethnic minorities, and their allies can promote diversity and inclusive practices to bring about lasting change in political science, other disciplines and higher education more broadly.

    An Opportune Moment for Political Science

    Research on social movements shows that, when windows of opportunity arise, activists must have the resources to change the status quo and push for policy breakthroughs. I suggest that heightened attention to institutional diversity across academia presents an opportunity that political scientists can and should seize by presenting themselves as credible stakeholders who are well-equipped to: steward institutions’ newly available resources, run innovative pilot programs, and produce returns on institutional diversity investments for both students and faculty.

    Student demands will be a key resource in these efforts, but administrators can often “wait students out” — stalling student diversity efforts until a new cohort must begin afresh. Political Science is uniquely positioned to lead institutional change by using research from the discipline to encourage student activists to investigate the issues, formulate long- and short-term goals, determine the scope of their influence, identify allies and opponents, construct informed arguments, and make specific demands with measurable outcomes. This informed activism can help students leverage their status over time as students, alumni, and donors to move towards shared goals for departmental, disciplinary, and institutional change.

    Political Science is attracting many undergraduate women majors. Women are faring as well as men on the discipline’s job market. They are approaching pay equity with male colleagues and increasing their presence in the ranks of full professors. In 2010, women of color comprised 13.5% of female political science faculty, more than double their share in 1980. Although this improvement remains relatively modest compared to the nearly 300% increase in women faculty over that span, the progress for women of color is promising and can act as a foundation for future diversity efforts. Nevertheless, many challenges must still be addressed — including burdens of balancing tenure-track and family responsibilities, “inhospitable” institutional climates, and research norms that discount women’s contributions to collaborative work.

    Building a Diversity Infrastructure

    Sheer numbers are the first requirement for building diversity infrastructure. With sufficient numbers, members of gender and racial caucuses can promote further change and build organizational capacities. Research on the impact of diversity in Congress shows that the Congressional Black, Hispanic, and Asian Pacific American caucuses encourage information and resource sharing, enhanced communication, and collective action on behalf of racial and ethnic minorities. Through caucuses, task forces, and organized voting blocs, minority legislators have kept low-salience civil rights issues on the congressional agenda despite waning public interest. Women’s and racial and ethnic caucuses in national and regional political science associations show that female political scientists can capitalize on their numbers to act as disruptive-insiders to further diversify faculties and challenge discrimination.

    Buy-in from political science department heads who name search committees and from faculty making influential recommendations will be indispensable for furthering these efforts. Departmental objectives can be linked to university diversity efforts. Male faculty members should be encouraged to serve on diversity committees and act as change agents.

    Thinking beyond individual departments, women’s caucuses and ethnic caucuses in political science associations could share resources and knowledge and coordinate agendas. If increasing the racial and ethnic diversity of the discipline is to be achieved, then women’s caucuses will need to work closely with race and ethnic caucuses in the discipline. Although universal sisterhood may be a worthy ideal, faculty women of color cannot be cast as handmaidens rather than full partners in the work of transforming the discipline.

    Mentorship is Not Enough

    The number of women of color entering political science faculties has stagnated, and many minority faculty members leave political science departments for more hospitable interdisciplinary centers. Recruitment and retention should therefore be top priorities — and that is going to take more than just mentoring programs.

    Mentorship is a common answer to the challenge of recruiting, supporting, and retaining minority faculty. Mentoring, however, only teaches people how to survive in institutions. It does not necessarily attract more people to enter institutions, and it does not help them change institutions. Although the very presence of black women on academic faculties and in front of classrooms changes the academy, that is not enough. Despite widely shared good intentions, the discipline cannot rely on mentoring alone to help women of color overcome racism, sexism, and other systematic obstacles to their advancement. At best, mentoring will help women faculty of color expand their social networks, establish important professional relationships, and better navigate minefields. At worst, mentoring will help some individuals survive and advance, while maintaining longstanding power disparities in the discipline. Mentoring obviously cannot ameliorate the impediments that routinely challenge and undermine women of color at all ranks of the professoriate. Political science must lead the way in identifying and deploying all of the strategies that can bring broader progress in universities and disciplines.

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    Diversity

    The Impact of Institutional Racism on Capitol Hill

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    The 116th Congress, the current meeting of the legislative branch of the United States federal government, is the most racially and ethnically diverse in history. Black, Latinx, Asian/ Pacific Islander, or Indigenous members now account for 22% of Congress, a record-breaking trend on Capitol Hill. This represents an 84% increase over the 107th Congress of 2001 to 2003, which had 63 diverse members. Although racial and ethnic diversity among lawmakers has increased over the years, Congress remains disproportionately white when compared to the overall U.S. population.

    Social Solutionist Dr. Angela Henderson suggests that the lack of diversity of legislators on Capitol Hill is directly tied to institutional racism. Skilled in research and statistical analysis, Dr. Henderson examined demographic data from the 116th Congress to better understand the relationship between systemic inequities and racial and ethnic disproportionality. Dr. Henderson translates research into action-oriented solutions that will eradicate institutional racism and increase diversity on Capitol Hill.

    “The best way to change the future is to understand history.”

                     – Adam Ramer 

    The requirement for candidates to raise significant funds for their congressional campaign compounds the homogeneity on Capitol Hill. Due to the effects of slavery, Jim Crow laws, and unequitable wealth distribution, the lack of monetary inheritance within communities of color present significant barriers. Monetary inheritance within a family provides financial stability for future generations to thrive and take advantage of wealth-building opportunities. According to a 2014 Pew Research Center article, the income of households headed by Black people continues to lag behind households headed by white people. In 2014, the median Black household income was approximately $43,300 while the median white household income was about $71,300. The study also found that household heads with higher levels of formal education tend to have higher household incomes. However, the Black-white-gap in income occurs across all educational levels and indicates a lack of equitable opportunities for communities of color.

    Decades of racial discrimination, segregation, and disinvestments in communities of color have left families with fewer resources when under financial pressure. In 1933, President Franklin D. Roosevelt enacted The New Deal to combat a housing shortage and to increase housing stock. In reality, this program was a state-sponsored system of segregation that pushed Black and Brown families into urban housing projects. In 1934, the Federal Housing Administration furthered segregation efforts by refusing to insure mortgages within Black and Brown communities, a practice known as redlining. The Federal Housing Administration justified racial segregation by claiming property values would decrease if people of color bought homes near the suburbs. Although the New Deal was repealed in 1939, it has left behind ongoing stagnant racial inequities and deep wealth gaps between Black and white communities.

    Debt negatively impacts all families but is especially burdensome for families of color. Research suggests that while only 15% of white households have been late with debt payments, 27% of Black households have been late with debt payments. Without a social safety net or alternative financial means, more and more Black families may be at risk of taking out additional loans at high interest rates to pay their living expenses. This leaves fewer assets and means for families to support and assist their children with basic life necessities, such as housing, transportation, and/or college tuition.

    “There can be no learning without action, and no action without learning.”

              – Reg Revans

    According to Dr. Henderson, we can take the following steps to push back against the effects of institutional racism and increase leadership diversity on Capitol Hill:

    1. Community Rites of Passage Investment: We must strategically invest in our youth of color early, particularly investing in youths of color who are on a political track that requires financial means to succeed. Given that it takes a village to raise a child, our community should collectively craft solutions and invest in opportunities for our children to do so.
    2. Mentoring, Internships, and Fellowships: All professions, including political social workers and researchers, should challenge themselves to mentor and provide internships and fellowships to youth, undergraduate, and graduate students. These programs and opportunities, such as Emerge Virginia, will help students get acquainted with working in Congressional or State offices.
    3. Political Training Programs: This learning opportunity will help students develop skills around campaign messaging, fundraising, campaign budgeting, and all tactics pertaining to running for office.
    4. Political Action Committees (PAC): Support PACs, U.S. organizations that raise money privately to influence elections or legislation.
    5. Social Work Political Campaign Courses: Every social work program around the country should offer a course about social workers and political campaigns. This course should provide social work students with a year-long intensive training on politics, etiquette, debating, and different ways to prepare them for work in this realm.

    In order to increase leadership diversity on Capitol Hill, we will need to create more opportunities for people of color. Acknowledging the challenges and barriers they often face such as limited professional networks and political clout, we have to be intentional about bringing people of color into these spaces. We have to ensure that we are equipping youth and communities of color with the connections and resources needed to build wealth and maintain sustainability. As Congresswoman Ayanna Pressley urges, “we have to be disruptors, innovators, and we have to shake the table.”

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    Diversity

    How to Create Inclusive Environments for Black Students on Predominantly White College Campuses

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    Predominantly white institutions of higher education in the United States routinely point to rising enrollments of students of color as evidence of their commitment to racial diversity and inclusion. Indeed, from 1996 to 2012, college enrollments of minority students have increased exponentially. Across all types of institutions, the percentage of white college students enrolled in the United States fell from 84 percent in 1976 to 58 percent in 2015.

    Even so, Black enrollments in selective colleges and universities have remained consistently low for the past two decades. Regardless of shifting percentages, however, enrollment numbers are poor metrics for inclusivity. They say very little about the social integration of Black students once they arrive on predominantly white college campuses.

    Inclusivity depends on more than enrollment rates, it is about enrolled students coming to feel that they really belong in campus communities where they are valued and accepted. The prevalence of anti-Black incidents and the growing presence of white supremacist groups on college campuses suggest that America has not achieved true inclusivity for Black college students — and may be losing ground in some places.

    The U.S. Department of Education reports that the number of reported campus hate crimes increased by 25 percent from 2015 to 2016, right after the election of Donald Trump. Further, there have been high profile media reports of white students or college staff people who call the police on Black students and staff for engaging in routine activities such as sleeping in a residence hall common area or eating lunch on campus.

    Predominantly white institutions can cultivate more inclusive environments for Black students by moving beyond just numerical diversity. They should focus instead on subtle dynamics of campus exclusion, and the extent to which students feel they belong and are well mentored and supported.

    Mechanisms of Anti-Black Exclusion on Predominantly White Campuses

    Sociological research points to discriminatory dynamics for Black students on predominantly white campuses:

    Segregated white socialization. Anti-Black prejudice in the United States has long been reinforced by racially segregated neighborhoods, schools, and churches that make it possible for white students to arrive on college campuses without ever having interacted meaningfully with Black peers. With academic tracking, many white students can also be educated in predominantly white classrooms even in racially diverse public schools. As a result, many white students and faculty arrive on college campuses holding unchallenged racist myths and misconceptions about Black people.

    Hostile racial climates. Scholars find that a hostile racial climate leads to feelings of marginalization and isolation that harm achievement and retention for minority students. Greater numbers of minority enrollees do not necessarily lead to cross-racial interactions, or necessarily challenge dominant racial ideologies and master narratives. Black students experience hostile campus climates through everyday racial slights and the failure of faculty and administrators at historically white institutions to enact policies to counter racial and ethnic harassment.

    Assumptions flowing from college admissions policies. College admissions policies can contribute to the marginalization of Black students by creating presumptions that many of them may be less meritorious than their white and Asian peers. The Black–white SAT test score gap feeds into racist notions of Black intellectual inferiority and informs false narratives of affirmative action programs as discriminatory towards white and Asian applicants. Yet research confirms that GPAs are a better predictor of college performance than SAT scores; and many test scores have been found to rest on racially biased assumptions. Apart from assumptions spread by admissions rules, recent scholarship also suggests that some admissions officers discriminate against prospective Black students who are oriented towards social justice.

    How to Fight Black Exclusion on College Campuses

    Providing supportive and inclusive spaces for Black students is particularly important in the current social context. The following are suggestions that can be used by predominantly white institutions.

    • Develop new metrics for success. Stop using only numeral diversity in admissions or graduation rates as the primary metrics for progress. Instead, focus as well on measuring the racial climate on campus and student feelings of belonging and attachment to the institution.

    • Train people in how to discuss racial issues. Provide professional training for faculty on how to lead effective conversations about racism in their classrooms and as advisors. Provide similar training to administrators, staff, and student leaders.

    • Establish both safe spaces and brave spaces: Recognize that Black students need safe spaces on predominantly white campuses where they can have a reprieve from anti-Black racism. Simultaneously, create cross-racial “brave spaces” for all students to develop authentic and sustained interracial interactions, while providing them with tools and support to do so effectively.

    • Spread anti-racist narratives: Find multiple ways to counter harmful anti-Black stereotypes. For example, Test Optional College Admissions policies are already being used at many of the most competitive schools in the United States. And classroom curricula can also be used to further deepen students’ racial literacy. Additionally, universities should forcefully identify antiracist values as a core feature of their institution’s identity.
    • Anti-discrimination and harassment policies: Develop clear policies and procedures that outline consequences for discriminatory treatment on the basis of race, ethnicity, and other social identities. These policies provide accountability that is critical for combating hostile racial climates.

    Read more in Bedelia Nicola Richards, “Faculty Assessments as Tools of Oppression: A Black Woman’s Reflections on (Colorblind) Racism in the Academy” in Intersectionality and Higher Education: Identity and Inequality on College Campuses, edited by W. Carson Byrd, Sarah Ovink, and Rachelle J. Brunn-Bevel (Rutgers University Press, 2019).

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