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Despite the low numbers of Black/African American scholars serving as full professors in U.S. colleges and universities, the techniques they used to circumvent systematic and structural academic barriers provide helpful tips that younger Black/African American scholars could employ when writing and publishing their research findings. However, additional research is needed to further unearth differences, and/or expectations, based on numerous variables, which includes but not limited to: (a) academic rank, (b) funded research,

We report impact data on faculty (N ¼ 454) working in 30 of Canada's accredited social work programs during 2016. Method: Using the Publish or Perish website, faculty member's h and g indices, and their most frequently cited articles published in the last decade were analyzed both individually and by school. Findings: (a) computed h scores were R a 0.8-11.9, M ¼ 4.4 and g scores were R a 1.3-21.3, M ¼ 7.7; (b) the top-ranked citation impact for programs were the University of Toronto, Dalhousie University, and the University of British Columbia; (c) larger programs had significantly higher citation impact for both h and g scores than smaller programs; (d) 17 (27%) of these authors had 10-year citation counts ranging from 176 to 666; and (e) their topics related to children/youth/adolescents (35%) and health care (35%). Discussion: Based on our work in this area, we offer some constructive recommendations to Canadian social work programs and faculty.

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