Monthly Monitor: Black History Month Issue
Black History Month Issue
In this issue:
An editorial on the importance of Black scholarship and recognizing Black scholars
A reflection on the burden of anti-Blackness
A piece on Black representation in the academy
An interview with Black scholars on wellness
A tribute to Black queer heroes
A review of Disrupting Whiteness in Social Work edited by Sonia Tascón and Jim Ife
A piece on elevating the work of Black scholars
From the Editor’s Desk: Veni. Vidi. Vici.
Latoya S. Hogg
“Education is the passport to the future, for tomorrow belongs to those who prepare for it today.” -Malcolm X.
As I sit in my apartment in downtown Silver Spring, Maryland, I begin to think about my ancestors. I think about the fascination they might have about my educational and professional accomplishments. Even more so, the fulfillment of their wildest dreams. I cannot help to think that I am roughly two generations away from the Civil Rights Movement and three to four generations removed from slavery. One thing has remained consistent and steadfast in my short 33 soon to be 34 years on this earth, furthering my education. Of all the Black history months that I have experienced, this one is incredibly different; chapter 1 of my dissertation proposal is due. While some may think this is just another process of the doctoral journey, no. This time it hits different. I am embarking upon a dissertation that will add to Black scholarship, a journey few are willing or able to fathom. Most of all, I stand on the shoulders of those that came before me, and to elevate other Black scholars to do the same when their time comes. So here I stand, with my education as my passport to prepare for the future.
As I put pen to paper (rather fingers to keyboard), there are some unsettling findings that I must report in my dissertation proposal. There are also gaps in literature that are untouched, concealed history, and discussions to be had in social work professionally and academically. Case and point, did you know:
In 2019, African Americans only made-up 17.6 percent of full-time faculty in accredited social work programs (Council on Social Work Education, 2020); or
Howard University, Clark Atlanta University, Norfolk State University, Jackson State University, Morgan State University, and Southern University at New Orleans are the only historically Black colleges and universities (HBCUs) that have doctoral programs in social work (Aubrey, Jordan, Stevenson, Boss-Victoria, Haynes, Estreet, Smith, Cameron, & Williams, 2016)? (Note: North Carolina A&T University has recently collaborated with the University of North Carolina Greensboro to offer a doctoral program, but the aforementioned programs are standalone doctoral programs within their respective institutions.)
Also, the Council on Social Work Education (2020) found research-focused doctoral degree conferrals have declined over the last 10 years, but said programs continue to rise.
Which makes me wonder, why are options so limited for social work doctoral education in HBCUs? Or, why does research within social work turn folks off? Perhaps, I am overly passionate about having the dream to advance social work research rigor by wanting to be a methodologist when I finally grow up. Then again, you are a doctoral student…so, you too understand my lofty plight and the normality of having grandiose aspirations. However, I can say, when I think about the minority populations our research may aid and/or impact we must press forward.
It was not until I began to peel back the academic layers of my doctoral education, things began to come into focus. Last year, during a virtual conference, my colleagues and I presented on the Black Perspective and social welfare history. What is the Black Perspective you ask? Well, it is the guiding philosophy at Howard University’s School of Social Work. The Black Perspective has six principles, Social Justice, Diversity, Internationalization, Vivification, Affirmation, and Strengths (if you would like to know more on the Black Perspective, please either visit https://socialwork.howard.edu/about-us, or read Bent-Goodley, Snell, and Carlton-LeNay’s (2018) Black Perspectives and Social Work Practice). Simple right? A perspective, or as we scholars like to say, a lens per se.
Well, my colleagues and I presented, I was proud of us! Then, the Q&A started. The first question, multi-faceted and engaging from a Bison Alum. Another question, we deferred for the sake of time, policy can be vexing (especially when you have 5 minutes before the inevitable ‘Matrix jerk’ from a breakout room in a virtual conference happens). There were two questions that are singed in my memory. Both of which questioned the inclusion of Black in the name of the perspective. It was in that moment I was quickly reminded I was no longer in my safe space. The space in which I could express my unfiltered Black self. The space where there is some sense of the Black struggle…but I was no longer in that space. I had returned to the constant silent fight for the acknowledgement of the Black struggle that I fought while attending historically White institutions (HWIs). As I fought thoughts of rage, sadness, and astonishment, I quickly composed myself, and reminded participants this was only an additional lens to evaluate policy and other programs that might impact minorities. My colleagues and I were not professing this perspective to be the “end all be all solution,” but simply a lens to consider.
I would like to extend a ‘thank you’ to those individuals who had virtual boldness to suggest the removal of Black out of the perspective that is a guiding philosophy of the first historically Black university to offer a social work doctoral program. Thank you for your question, because I now have even more reason to push for the inclusion of Black scholarship in social work programs. Thank you, because this will not be the last time I speak on the Black Perspective, to engage colleagues to understand the Black experience as a social work professional or scholar. Lastly, Veni. Vidi. Vici. I came, I saw, I conquered. Your questions led to an opportunity to engage with budding social work professionals as their instructor. Check…mate.
Where do we go from here? I implore you, my fellow social work scholars, to press minority issues in research, critique when necessary, and above all, challenge research to ensure practices are culturally relevant. We are no longer consumers of research; we are architects tasked with designing and constructing social work research to enable populations. Dr. George Edmund Haynes made it plain by requiring courses on the history and social problems of Blacks when establishing the first social work program at Fisk University (Carlton- LeNay, 1983). He trained social work students to understand the issues of Blacks beyond their own personal experiences, and provided them with critical Black lenses in history and social issues, to assist them as they became Black social work professionals. One of them being Dr. Inabel Burns Lindsay, who would go on to serve as the Dean of Social Work from 1937-1967 at Howard University (Inabel Burns Lindsay Bio, n.d.). Which leads me to wonder, if we do not have knowledge of Black history (or perspectives) within social work programs outside of HBCUs, how do we really plan to eradicate issues within social work research?
I leave you with a challenge. This Black history month, take a moment to read about the contributions of Black social work scholars, cite a Black social work scholar (past or present); and, lastly, tell a colleague what you found or gained from doing so. To further that challenge, do it year-round.
Aubrey, H., Jordan, T., Stevenson, A.P., Boss-Victoria, R., Haynes, J., Estreet, A., Smith, J., Cameron, E., & Williams, Q. (2016). Doctoral study programs in social work at HBCUs: Origin and program development. Journal of Social Work Education, 52(1), 58-68.
Carlton-LaNey, I. (1983). Notes on a forgotten black social worker and sociologist: George Edmund Haynes. The Journal of Sociology & Social Welfare, 10(3), 530-539.
Council on Social Work Education. (2020). 2019 statistics on social work education in the United States. https://www.cswe.org/Research-Statistics/Research-Briefs-and-Publications/2019 -Annual-Statistics-on-Social-Work-Education
Inabel Burns Lindsay Bio. (n.d.). Howard University School of Social Work. https://socialwork.howard.edu/about-us/history/80th-anniversary/inabel-burns-lindsay-bio
On Bearing the Burden of Anti-Blackness
Dominique Mikell Montgomery
“Caring for myself is not self-indulgence. It is self-preservation, and that is an act of political warfare.”- Audre Lorde
When I first envisioned this piece, I wanted it to be filled with self-care tips for my fellow Black Ph.D. students during this moment of recognition of the continuous assault on Black lives globally. I wanted to talk about meditation apps, journaling, and exercise; however, while lying in bed one night, it hit me that while those things are useful, I needed to talk about a time when my usual ways of self-care were not enough. I hope that I will make at least one other Black Ph.D. student feel seen by sharing this vulnerable moment in my life.
On September 22nd, I was driving home from a doctor’s appointment listening to NPR, typical behavior for me. As I pulled into my apartment building’s garage, the reporters began to discuss support for the Black Lives Matter movement. One reporter stated that according to the Pew Research Center, 45% of Americans strongly or somewhat support the BLM movement, which was down about 10% from the summer. The reporter went on to say that the results were significantly skewed along political lines, with only 16% of Republicans supporting the Black Lives Matter movement.
At that moment, I was flooded with emotion, and I just sat in the car, and I cried. To be clear, I did not cry because the statistics were surprising. In fact, I was brought to tears by the fact that it was unsurprising. I cried because, at that moment, the burden of being marginalized in the only country I had ever called home was too much to bear. I cried because I was tired of the worthiness of my life, my husband’s life, my parents’ lives, my friends’ lives, my mentees’ lives, and my community’s lives being a political debate. I cried because I was tired of spending hours on task forces, committees, and town halls trying to explain the many ways that our society centered whiteness and attacked blackness to create change. I cried because I was angry, and I was tired of being angry.
I had hit a wall with no issues in the middle of a parking lot. In retrospect, I hit the wall partially because I wasn’t caring for myself. Since then, I have adopted ways to do so, such as walking and mediation. However, I primarily hit a wall because anti-blackness is a burden that Black Americans carry day in and day out. While we are an incredibly diverse community with different privileges and burdens, the burden of anti-blackness is shared, and it is heavy. I dream of a world where that burden is lightened. Each day, I try to move in that direction; however, I share this story because I think that it is essential to acknowledge that at certain moments that burden is something I can barely bear. In those moments, I can’t meditate or journal. I can’t work on my research. I can’t do organizing work. In those moments, all I can do is be present with the pain, and for that, I will no longer be ashamed. I share this because I don’t think any of my Black siblings should be ashamed either. I now believe those tears can act as the hydration for our shared dreams of liberation for the Black community and the human community.
Black Representation in Research and Scholarship
I don’t think that it would surprise anyone to learn that the racial/ethnic composition of faculty and students in academia in the United States is not representative of the general population. As of 2018, Black professors comprised 6% of full-time faculty in degree-granting postsecondary institutions, while comprising just over 13% of the US population at this time. This underrepresentation in academia is clear overall and is particularly pronounced within some fields in academia. In fact, zero doctorates were awarded to Black doctoral students in some fields in 2019, and doctorates to Black doctoral students comprised only a very small percent in several other disciplines at this time. Within Social Work PhDs, Black students represent 22.1% of students enrolled in the research-oriented doctoral programs, and 35.8% of students enrolled in practice-oriented doctoral programs. These numbers indicate that within Social Work, Black students are indeed enrolling in doctoral education, but represent only 17.6% of full-time Social Work faculty in the US as of fall 2019. Although Social Work has more Black doctoral students and faculty compared to other fields, Black academics continue to be underrepresented in faculty positions. A number of Social Work schools are currently hiring with a specific focus on racial justice or racial inequalities, and should absolutely be keeping this underrepresentation in mind as they hire. If you are currently on the job market and/or interested in these opportunities, those listings are below:
Learning from Black Scholars: Part 1 of 3
Stefani N. Baca-Atlas
Angela Davis said, “It is not enough to be non-racist; we must be anti-racist.” Why must we make this distinction? How might we make this distinction? To whom do Davis’s words apply? I interviewed one faculty member with an administrative appointment and four students from institutions around the country about their lives as Black academics. This three-part series explores questions about wellbeing, identity, and allyship via the lived experiences of several Black social work scholars. The series is meant to provide perspectives for different audiences and should not center whiteness (though one piece will explore dos and don’ts for allies who are not Black). Doctoral students have an opportunity to learn from the narratives and tips shared by the academics who were interviewed. All students might refrain from perpetuating symbolic violence against colleagues, mentors, and friends after reading these scholars’ accounts.
My positionality limits my understanding and comprehension of this topic; therefore, I share that I present as a person who is neurotypical with no physical disabilities, heterosexual and cisgender, and a Latina. This article would not have been possible without brainstorming with and editing from brilliant Black women on the SSWR communications subcommittee, and with feedback from each individual who shared their stories. I met one-on-one with one faculty member and administrator and four doctoral students across the country via Zoom over the course of three weeks in January and February. Naturally, the experiences of five people in the academy are not representative of the Black experience, but a glimpse into the lives of five people who were generous with their time and labor. In gratitude of these individuals, the first piece in this series is devoted to sharing just enough about them to provide context while maintaining some level of anonymity, though social work is a small community, and the likelihood of total anonymity is slim. In addition to context about the Black scholars, their tips for wellness are compiled along with resources from various websites.
Dr. I is an assistant professor and administrator at a predominantly white university in the north. In addition to her teaching role, she coordinates the MSW program and has found herself mediating conflicts with underlying issues related to race and racism. In addition to her time in academia, she brings experience and stories from child welfare.
D. attends a research-intensive or R1 university on the west coast, and she is in the process of proposing her dissertation. She is actively involved in changing an anti-Black racist culture in her program. She faces an uphill battle and finds minimal support from administration. She also pushes against state violence and racism in her research on Black families and the child welfare system.
G. was born and raised in southern Africa and has lived across the globe. G.’s experiences affect his perceptions of racism in the United States. As a first-year doctoral student at an R1, he is finding his footing in talks about race as he has received backlash because he “can’t understand” what it means to be “Black” in the United States. G.’s research focuses on HIV/AIDS prevention with an intersection of financial inclusion and asset building.
L. is a doctoral student at an historically Black college and/or university (HBCU) where she advocates for Black scholars by writing her dissertation to examine the graduate experiences of students attending social work programs in HBCUs. L.’s work establishes her as a budding critical social work scholar in hopes of recognizing the contributions of Black social workers and scholars outside of HBCU settings.
M. studies human trafficking among neurodivergent people and inequitable education and discipline outcomes among neurodivergent Black students. She is a third-year doctoral student at an R1 university in the south. As a Black woman, M. contributes to anti-racist research and practice by taking on leadership roles in anti-racism initiatives and writing groups focused on gender-based violence, teaching research methods to MSW students with a critical lens, and volunteering her time as the only Black volunteer at a local reproductive rights center.
Self-care is one way all scholars can maintain stamina and ensure our long-term success in the academy. Black academics deserve time to process unique experiences in the academy, draw on inherent strengths at the individual and collective levels, and simply step away from the environment that requires so much additional work compared to peers who are not Black. Although Black History Month is only 28 days out of the year, wellness is vital all year. Dr. I., D., G., L., and M. suggested the following tips for wellness for Black colleagues:
1. Do not feel guilty about taking time away from your work.
2. Be with your community, “your people,” talk to each other.
3. Do not feel guilty about taking time away from your work.
4. Build “me time” into your routine at the same time and day every week.
5. Do not feel guilty about taking time away from your work.
6. Do not let opportunities to engage in your passion pass you by.
Wellness. Work-life balance. Self-care. Do these have a role in anti-racism work? Are they non-racist acts, otherwise race-neutral? Is it anti-racist work, typically seen as actions that directly oppose policies and systems that promote inequity? Or is self-care only possible for allies because they can let their guard down, take breaks, be less than one hundred percent? Audre Lorde might suggest that engaging in wellness activities is a form of anti-racism. Consider her previously quoted words.
Wellness Resources for Black Scholars
Knowing Your Black Queeroes:
Honoring the Past and Present
Do you know about the below LGBTQ Black pioneers and icons? Get to know these beautiful Black queeroes! All of these bios are adapted from GLSEN, a national education organization dedicated to building safe, inclusive, and affirming K-12 schools for all students, regardless of sexual orientation and gender identity/expression.
Bayard Rustin (1912-1987) began his career in activism when he was just a child by protesting against segregation alongside the National Association for the Advancement of Colored People (NAACP). Throughout his life, Rustin was involved in countless boycotts, protests, and initiatives aimed at protecting the civil rights of all minority groups. He was an expert in non-violent resistance having studied in India with leaders of their independence movement and organized many demonstrations of his own. Rustin played a pivotal role in the Black Civil Rights movement as an advisor to Martin Luther King Jr. Some leaders of the movement asked Rustin to stay out of the public spotlight, for fear of being associated with what was at the time his “illegal” life as a gay man. Rustin continued to advocate for civil rights until his death in 1987, including LGBT rights, a cause he adopted in the later part of his life.
Audre Lorde (1934-1992) was a self-described "Black, lesbian, mother, warrior, poet" and daughter of Caribbean immigrants. Lorde was a major contributor to the early American LGBTQ culture fostered in the bars of New York City. Her poetry was published regularly during the 1960’s, and the first volume of her poems The First Cities was released in 1968. Her work deals with the topics of love, betrayal, childbirth, and her life as a lesbian and is politically focused around gay and lesbian rights as well as feminism. In 1980, Lorde co-founded Kitchen Table, the first U.S. publisher for women of color. Lorde shocked other feminists of her time with her progressive theories that racism, sexism, and homophobia were all linked in that they all come from an inability to respect difference.
Marsha “Pay it No Mind” Johnson (1945-1992) was a Black transgender (trans) woman who was a force behind the Stonewall Riots and surrounding activism that sparked a new phase of the LGBTQ movement in 1969. Along with Sylvia Rivera, she established the Street Transvestite Action Revolutionaries (STAR) in 1970-- a group committed to supporting transgender youth experiencing homelessness in New York City. Johnson was tragically murdered on July 6, 1992 at the age of forty-six. Her case was originally closed by the NYPD as an alleged suicide, but transgender activist Mariah Lopez fought for it to be reopened for investigation in 2012. Johnson is now one of the most venerated icons in LGBTQ history and has been celebrated in a series of books, documentaries, and films. Her actions and words continue to inspire trans activism and resistance and will continue to do so well into the future.
Daayiee Abdullah (b. 1954), an openly gay Muslim Imam, grew up in Detroit, MI, in a Southern Baptist family. Abdullah was politically active from a young age. He worked for California Gov. Jerry Brown’s office in San Francisco and, in 1979, he was one of the San Francisco coordinators for the National March on Washington for Lesbian and Gay Rights. Abdullah found Islam during his tenure at Beijing University. In 2000, Abdullah joined an online community of gay Muslims and quickly became a leader in this community. Abdullah soon after became an Imam and stepped forward to offer funeral prayers for HIV/AIDS victims and perform same-gender wedding ceremonies that no other Imam would do. Abdullah is proud to be one of only two openly gay Imams in the world, and he is happy to discuss his beliefs that LGBTQ people should in no way be excluded from the Islamic community.
Michael Franklin (b. 1985) is a community organizer who works on the intersections of racism, heterosexism and other forms of oppression. As a leader in GLSEN’s Baltimore chapter, Franklin is very committed to supporting the safe schools movement in being inclusive. He has played a central role in organizing a local summit to support LGBTQ students of color in taking leadership in and advancing the safe schools movement. He is also co-planning a major training initiative for educators in the Baltimore City School District, which serves a high population of low-income students of color. Outside of GLSEN, Franklin provides works of poetry to the Black Male Identity Campaign of Art on Purpose, a program that uses art to bring people together around issues and ideas, specifically to challenge and reframe the discourse on Black males. He hopes to bring light to the value of including gay, bisexual, and transgender men of color within that collective discourse. Franklin’s ongoing work is a testament to the importance of recognizing the multitude of identities that all people hold and engaging in organizing that is inclusive of all of those identities and the issues that are connected to them.
A Review of Disrupting Whiteness in Social Work
Chapter One-Disrupting white-epistemologies: De-binarising social work
Recently, while participating in a group tasked with analyzing and addressing issues of race and equity in the curriculum, an MSW group member recommended a book called Disrupting Whiteness in Social Work edited by Sonia Tascón and Jim Ife (2020). I am a white, cisgender, able-bodied, middle-class woman. I have been committed much of my life to learning about and working for racial justice, but because of systemic norms of race and the blindness of privilege, I realize there is absolutely no time when I will “arrive” as completely unbiased and informed. I welcomed the book recommendation and was excited to have something specific to inform my pedagogy.
As I read the first chapter, Disrupting white-epistemologies: De-binarising social work by Kathomi Gatwiri (2020), I was immediately thankful for the work and the recommendation. Gatwiri (2020) gives a clear argument for moving beyond critical thinking to what she calls profound thinking which is lived knowledge that is based in how we act and feel in the world. Being a doctoral student, immersed in objectivity, rigor, and systematic data collection, I felt relief at the invitation to connect in a very personal and embodied way to my research and work. I recognized immediately how I have bought into academic norms of what knowledge is meant for publication and what is supplemental. I also began to see how knowledge is stripped of its power to agitate and create meaningful change when it becomes sanitized of our lived experiences. I admit that I don’t yet trust my own profound thinking because of how wholly I have accepted these self-created and self-imposed white-epistemologies. If I cannot trust my own, can I fully hear and be moved by the profound thinking of others? I am now consciously working to disrupt my assumptions of knowledge. I am owning the harm it has done to clients and to our profession…and this is just the impact of chapter one.
I think doctoral students of all backgrounds will find important points of nurturing and disruption by reflecting on this book. The book costs approximately $140 in print but is available on Kindle for about $50. I believe it is worth the cost.
I asked Sabrina Carter, the student who recommended the book to me, why she feels this book is her top recommendation for social work educators (among the many books she has been reviewing). I wanted to close with her reflection*:
“There is not a magical quick fix for racism in higher education. Discussing the taboo, whiteness and white supremacy, in all academic settings is quintessential in dismantling and disrupting the educational system's racial disparities. I believe this book serves as a guiding force that will inspire academic reform and equity."
*shared with permission
Elevating the Voices of Black Scholars
We are currently living in a time that is asking us to not only discuss racial justice, but to radically act on creating racially equitable classrooms and research. These anti-racist practices are long overdue, and it is essential that we honor, respect, and elevate the voices of Black scholars. Social work’s foundation is falsely cushioned within recognition of whiteness, and the recognition of Black scholarship and Black excellence has been too long marginalized.
As doctoral students, we hold a unique power in which we can stop furthering the marginalization of Black folx in social work. As doctoral students, we must act now, and we must continue to change the discourse and passive acts of marginalization of Black Excellence today.
One way in which we can become non-neutral actors in academia is by elevating the work of Black scholars. Whether it is in research or in the classroom, referring to, citing, and creating syllabi that prioritize Black scholarship is imperative. Doctoral students, please start replacing the outdated and exclusionary literature in our work largely produced by White scholars. To help begin this process, we have started a short list of resources created by Black scholars for you to integrate into your work:
Theory
Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment by Patricia Hill Collins
Intersectionality as Critical Social Theory by Patricia Hill Collins
Critical Race Theory: The Key Writings that Formed the Movement by Kimberlé Crenshaw
The Meaning of Freedom: And Other Difficult Dialogues by Angela Davis
The Crunk Feminist Collection by Dr. Brittney Cooper
Methods
Thicker Than Blood (How Racial Statistics Lie) by Dr. Tukufu Zuberi
White Logic, White Methods: Racism and Methodology by Dr. Tukufu Zuberi & Dr. Eduardo Bonilla-Silva
Policy
Black Resistance, White Law: A History of Constitutional Racism in America by Dr. Mary Frances Berry
And We are Not Saved: The Elusive Quest for Racial Justice by Derrick Bell
Say Her Name: Resisting Policy Brutality Against Black Women by Kimberlé Crenshaw
Practice
Critical Multicultural Social Work by Mildred Joyner
Black Women in the US Economy: The Hardest Working Woman by Rhonda Vonshay Sharpe
The Cancer Journals by Audre Lorde
Sister Outsider: Essays and Speeches by Audre Lorde
Teaching
Between the World and Me by Ta-Nehisi Coates
Seeing Race Again: Countering Colorblindness Across the Disciplines by Kimberlé Crenshaw
We Want to Do More Than Survive: Abolitionist Teaching and The Pursuit of Educational Freedom by Dr. Bettina Love
All About Love by Bell Hooks
Teaching to Transgress by Bell Hooks
Social Work Snippets
Don't forget the SSWR Doctoral Student Committee is accepting applications through March 1st.
The Society for Social Work and Research (SSWR) is seeking applicants for its Doctoral Student Committee (DSC). The committee was created to ensure that doctoral students’ needs, interests, and priorities are accurately reflected in SSWR doctoral student programming. The DSC aims to build a committee that reflects the diversity of social work doctoral students, their research areas, and their institutions. All social work doctoral students are welcome to apply. Apply here: http://tinyurl.com/yho4yolb
Call for Proposals: 2021 CSWE Annual Program Meeting
The Council on Social Work Education (CSWE) is accepting proposals for the 67th Annual Program Meeting (APM) in Orlando, FL, November 4–7, 2021. The conference theme—Leading Critical Conversations: Racial, Economic, & Environmental Justice—builds on the theme of the 2020 APM, which focused on diversity, equity, and inclusion, and addresses how the COVID-19 pandemic continues to widen gaps.
The deadline to submit a proposal is Wednesday, February 24, 2021, at 11:59 pm EST. To submit a proposal, go to https://cswe.confex.com/cswe/2021/cfp.cgi
Save The Date: A Vision for the Future - Maximizing Social Impact (June 7th-11th, 2021)
As we adapt to our new environment, we all need fresh, innovative solutions and approaches to some of today's most pressing issues. This year's summit will feature a series of sessions focused on strategies that enable the public and non-profits to maximize their social impact.
NSWM Forward-Thinking Summit is uniquely positioned to bring together social work and human service leaders, international experts, researchers, and practitioners in an informative event.
Engage with some of the brightest minds and rising stars within our field on our virtual platform. Attendees will have numerous ways to connect with one another, share ideas, collaborate, and learn!
https://socialworkmanager.org/
The National Research Center on Hispanic Children & Families Research Scholars Program
The National Research Center on Hispanic Children & Families invites advanced doctoral students (those with “ABD” status) and early career scholars (up to 5 years post-PhD) who are interested in pursuing research focused on Hispanic children and families to submit applications for its Research Scholars Program. Applications are due by 5:00 PM Eastern on March 31, 2021.
https://www.hispanicresearchcenter.org/.../research.../
Health Policy Research Scholar Program with Robert Wood Johnson Foundation
Do you want to use your research expertise to shape policies that advance health and equity? If so, apply now to be a Health Policy Research Scholar. Applications are due March 17, 2021, at 3 p.m. ET. More information available here:
https://healthpolicyresearch-scholars.org/howtoapply/
Social Work, White Supremacy and Racial Justice Conference
Watch previous parts of the symposium and register for Part Three – Envisioning an Anti-Racist Future: From Practice to Policy, which will occur on March 4th and March 5th.
Disclaimer: This newsletter is created as a free service by SSWR Doctoral Student Committee Communications Subcommittee members:
Stefani Nicole Baca-Atlas
Alberto Cifuentes, Jr.
Erica Linn Eliason
Latoya Hogg
Anika Langaigne
Dominique Mikell Montgomery
Pari Shah
Veronica Timbers
The opinions expressed in this newsletter are the opinions of the individuals listed above alone and do not claim to represent the opinions of SSWR or the SSWR Doctoral Student Committee.