Consistent with the generalist social work perspective and values, many social work students appear to begin their studies believing that the causes of poverty are structural (due to societal factors) and not individual (due to individual defects). There is some evidence that social work curricula serve to confirm this perception. Existing research, however, also suggests that, along with a deepening structural understanding of the causes of poverty, these students may develop fatalistic attitudes about alleviating poverty. In response to this challenge to social work education, this pilot study explores the potential of a course devoted to reinforcing perceptions of the structural causes of poverty without instilling fatalism. Findings suggest that the participants in this introductory level social work course develop significantly stronger structural explanations for poverty without developing a fatalistic attitude towards solutions. Undergraduate student attitudes, implications for social work curriculum developments and potential evaluation methods are discussed.
Recent literature highlights the importance of the educational helping relationship in adult learning. This study investigated computer-mediated interaction as a means of facilitating that relationship. A voluntary e-mail communication project along with a survey concerning students' perceptions of that project were conducted at a midsize public university. Students enrolled in an introductory” social work class reported positive effects on learning, on peer relationships, and on their relationships with their instructor. In addition, there was no significant difference between the rate of e-mail postings submitted by men and those submitted by women, which suggests that this mode of class participation may provide a level playing field for male and female students.
A voluntary e-mail communication project and a survey of students' perceptions of the project were conducted among students in an introductory social work course. The students reported positive effects on learning and on their relationships with peers and the instructor. No significant difference between the rates of e-mail postings by the male and female students were found. However, there was a qualitative difference in the male-and female-generated responses, which suggests that methods need to be devised to enhance the empowerment potential of computer-mediated interaction.
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