No abstract

The primary aim of social work is eliminating social inequalities by advocating for racial, social, and economic justice for individuals, families, groups, organizations, and communities. This commitment and promise starts in the classroom by providing opportunities for students and faculty to interact with each other and promote the core tenets of the profession. As the social work practices are shaped by the values promoted by the mainstream society, many argue that the profession is biased and does not meet the needs of Black, Indigenous People of Color (BIPOC). This issue is explored in the present study by interviewing six Black female social work faculty, aiming to elucidate their experiences in academia and the social work educational environment when interacting with their White counterparts, their students, and the administration. The findings yielded by this investigation have implications for academia, as well as social work education programs and their leadership.

The current study compares the leadership preferences among Latino leaders in the U.S. and the GLOBE’s Latin American and Anglo Clusters. The study was done with a national sample size of 188 Latino leaders from all over the U.S. The surveying instrument used was sections 2 and 4 of the Alpha form of The Global Leadership and Organizational Behavior Effectiveness Questionnaire (GLOBE) by House et al. (2004) and a demographic survey developed by the researcher. t-Tests were used to compare the overall mean score of the research sample with the grand mean score of both the Latin American and Anglo clusters. Results indicate that Latino leaders in the U.S. had different leadership preference than the GLOBE’s Latin American and Anglo cluster. One of the main contributions of the research to the body of knowledge is that it brings to light the uniqueness of the Latino leadership preferences and shows how dissimilar their preference is from the Latin American and Anglo Clusters of the GLOBE.

Latinos are caught between two worlds: their culture of origin and the dominant U.S. culture. As such, and depending on how long they have been in the U.S., they experience different degrees of exposure to the two large cultural systems over their lifespan and learn to integrate different aspects of these cultural systems (Cuéllar, Siles & Bracamontes, 2004). Thus, the acculturation level affects every aspect of job performance and leadership experience.

No abstract