Black Students' Experience on Social Work Courses: Accentuating the Positives

Diversity and Progression among Students Starting Social Work Qualifying Programmes in England between 1995 and 1998: A Quantitative Study

“…However, there are comparatively few social work students from Asian-Indian, Asian-Pakistani and Asian-Bangladeshi backgrounds (Moriarty and Murray, 2005). With some exceptions (Aymer and Bryan, 1996;Cropper, 2000), there has been very little UK research looking at the experiences of social work students from black and minority ethnic groups. However, evidence from the USA suggests that a supportive culture within the institution, relevant curicula and the presence of faculty staff who are themselves from a minority ethnic background are positive factors in attracting and retaining social work students from minority ethnic groups (Aranda, 2001;Bowie et al, 2005).…”

Racism, anti‐racist practice and social work: articulating the teaching and learning experiences of Black social workers

“…The theoretical and political difficulty with calling on Black practice teachers, is that agencies often see them as 'experts' in addressing racism in an agency simply because they are Black. Being identified as an expert concerning racism is also an experience that Black students have to endure (Aymer and Bryan 1996, Burgess et al 1992. However, it is contended here, that Black practice teachers/workers can provide a useful perspective or insight into racism, but that this should not necessarily be equated with expertise.…”

“…Bryan (2000) has examined the experiences of BME workers and students through a biographical lens, to explore why there are often negative findings (Aymer and Bryan 1996). Her study suggested that there were positive experiences, often where Black workers had worked together to support their studies or daily professional lives.…”

“…Another important issue in this area, which was evident from the responses of both Black practice teachers and students, is that of the blurring of professional and personal boundaries in understanding racism. Black workers can find themselves caught up in trying to be 'experts', as Black people and 'insiders' claiming inherent knowledge solely through a sense of 'being' (Aymer and Bryan 1996). Through accepting a tag of innately being the 'expert', Black teachers and students are placed under unnecessary pressure in the arena of racial equality, whilst enabling some white colleagues to renege on their own legal and procedural responsibilities when addressing anti-racism (Penketh 2000).…”

Anti-racist perspectives: What are the gains for social work?

“…Aymer & Bryan (1996) provide an example to explain what happens when students mobilise`race' as a catch-all explanatory frame. They examined the experience of black students on a social work course and found that there was often a sub-group who, in trying to make sense of the challenges they faced on the programme, explained them solely in terms of their experience of racism.…”