An empirical assessment of writing and research proficiency in HBCU social work students

Datos Bibliográficos

ID2168779
AutoresSeok Won Jin (0000-0003-1991-9335), Corinne Warrener, Mustapha Alhassan (0000-0002-5635-8955), Kenya C Jones, Kenya Jones
Año2016
Páginas1-9
Fecha de publicación2016-07-21
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Human Behavior in the Social Environment (JOURNAL)
Identificadores de la revistaISSN: 1091-1359 • E-ISSN: 1540-3556
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10911359.2016.1203385
OpenAlexW2495643490
IdiomaEN
Citas recibidas2
Referencias citadas17

Lack of proficiency in writing and research among social work students has increasingly concerned social work educators and practitioners. Given the significance of written communication with clients and emphasis on evidence-based practice in the field of social work, it is critical to assess students’ competence in both writing and research. However, deficit-based approaches to assessing writing and research competence have disadvantaged students at historically black colleges and universities (HBCUs). This pilot study aims to assess writing and research proficiency of HBCU master’s of social work (MSW) students through empirical analysis of their capstone papers and surveys from educators to provide implications for developing a writing and research manual for social work programs at HBCUs. Ten capstone papers were randomly selected and qualitatively analyzed; nine faculty and one field supervisor completed the survey, and their respondents were analyzed using cross-case analysis. Analyses of the capstone papers identified two themes for writing and research domains, respectively: (1) weakness in developing statements and lack of knowledge of writing style and (2) plagiarism and lack of understanding of research structure. Moreover, analyses of the surveys revealed four themes regarding assessment of writing and research skills among students struggling with basic writing mechanics, indicating that HBCU MSW students may have potential and capacity for learning, as evidenced by their ideas and critical thinking skills. These findings suggest both teaching- and research-oriented programs could employ the proposed writing and research assessment manual, as well as a writing and research lab/center for improving writing and research skills among their students

Capstone · Capstone course · Competence (human resources · Curriculum · Disadvantaged · Empirical research · Mathematics education · Medical education · Pedagogy · Political science · Computer Science · Education and Critical Thinking Development · Higher Education Practises and Engagement · Medicine · Psychology · Social Work Education and Practice · Social Work · Social Psychology