http://hdl.handle.net/20.500.13013/2944 2026-04-21T06:47:23Z http://hdl.handle.net/20.500.13013/3175 The Dilemma of White Providers in Indian Country Hollingsworth, E. Hope The legacy of the European diaspora across North America is fraught with grim realities as it relates to the impact on indigenous populations long-residing here. Generational trauma related to centuries of systematic cultural dismantling has ravaged tribal populations. As an RN of Scots-Irish descent practicing in western Montana among the psychiatric and corrections populations, I have had the opportunity to witness the challenges unique to the predicament of providing care to the Native population for non-Native providers. Is it possible for members of the dominant, historically oppressive culture to provide care without re-traumatizing? 2023-11-29T00:00:00Z http://hdl.handle.net/20.500.13013/3169 It Started with a Tweet Calling White Social Work Educators in: Building a Professional Learning Community Goldkind, Lauri; Slayter, Elspeth; Parga, Jennifer Ann; Shelly, Pat This narrative documents the beginning early stages of a collective called #SWEDUACTS. We are four White, female social work educators who over the last year have led the planning of a teach-in event held in October of 2020 and subsequent monthly drop-in, peer-led Professional Learning Community meetings drawing dozens of participants over the past nine months. We reflect here on how engaging in the planning and delivery of the drop-in sessions helps ground our commitment to anti-racist pedagogy as well as facilitates the capacity of other social work instructors to build their own capabilities as anti-racist social work pedagogues. 2023-11-29T00:00:00Z http://hdl.handle.net/20.500.13013/3171 Conquering Chaos: Critical Reflections of Beginning Doctoral Education in 2020 Woodiwiss, Jana L.; Graves, Brian D.; Pless, Jennie; Afroz, Fahmida; Dodd, Kasandra In a time of the COVID-19 pandemic, civil unrest, and the tumultuous 2020 presidential election, our first-year PhD cohort reflects on beginning doctoral education. This collaborative autoethnography provides insight into our lived experiences during this time. Three major themes identified include: (1) unprecedented socio-cultural, economic, and political national context; (2) interpersonal connections with students and faculty; and (3) strategies to overcome challenges. Strategies include staying connected virtually, making the most of face-to-face time, meeting with professors during office hours, normalizing feelings of uncertainty, and asking for help. Implications for students and faculty are discussed in the forms of consistent and transparent communication. Ultimately, it is our hope that the critical reflections shared will be able to assist students and faculty in gaining insight into overcoming challenges in times of uncertainty beyond these specific events. 2023-11-29T00:00:00Z http://hdl.handle.net/20.500.13013/3170 Reflections on Recruiting PhD Students: Change Happens from Within Fogel, Sondra; Nourie, Amy E.; Rosado, Stephanie; Gilyard Jr., Shelton The lack of diversity within the academic social work environment has enormous ramifications for the profession as this affects students, the curriculum, academic policies, research inquiry, and knowledge building for the field. The question is—how can this be addressed? One way to do this is for PhD directors/program chairs to recruit and form cohesive cohorts that represent diverse ethnic and racial backgrounds. This reflection includes a retrospective of the behind-the-scenes work and the lessons learned regarding the important process of recruiting a diverse group of students. This reflection speaks to the important issue of cohort cohesion: how this helps to support all students and their academic success. Finally, this narrative focuses on three social work PhD students from the University of South Florida as they started their precarious journey into academia in a year many would like to forget ever existed. 2023-11-29T00:00:00Z