Editorial: Does Racial Bias Exist in the ASWB Social Work Exams?

Marson, Stephen M.

doi:10.55521/10-019-203

Cited by 3 publications

(5 citation statements)

References 15 publications

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“…Instead, they hypothesize that outcome disparities result primarily or even exclusively from various "upstream factors," such as graduate education, clinical supervision, and the historical impacts of oppression and marginalization. 43,44 These factors may very well contribute to disparities in exam outcomes, and are worthy of investigation. However, they do not absolve developers of their responsibility to investigate the exams themselves as a potential source of disparity, particularly given the available data.…”

Section: Discussionmentioning

confidence: 99%

“…Instead, developers have sought to shift blame for outcome disparities to graduate programs or other upstream factors. 43,44 While there indeed are disparities elsewhere in the professional pipeline, 45 this does not absolve exam developers of their responsibility to investigate whether their exams are failing to capture their intended constructs. Disparity through the professional pipeline and structural bias in exams are not mutually exclusive.…”

Section: Fairnessmentioning

confidence: 99%

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Mental health clinical exams’ evident adherence to industry standards for testing

E. Caldwell

2023

J Ment Health Clin Psychol

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The developers of clinical exams for US mental health licensure have faced significant recent criticism and calls for their exams to be paused or discontinued. Critics cite concerns over exams lacking evidence of validity, while they demonstrate strong evidence of racial and ethnic bias. Developers, in turn, argue that their exams are developed using accepted methods that conform with industry standards, specifically, the Standards for Educational and Psychological Testing.3 This manuscript challenges that assertion. Based on external research as well as developers’ own statements and publications, clinical exams for US mental health care licensure appear to deviate in important ways from both the letter and the spirit of the Standards. Clinical exams should be paused unless and until they are shown to be fair, equitable, valid, and more fully consistent with industry norms.

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Section: Discussionmentioning

confidence: 99%

Section: Fairnessmentioning

confidence: 99%

Mental health clinical exams’ evident adherence to industry standards for testing

E. Caldwell

2023

J Ment Health Clin Psychol

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show abstract

Section: Discussionmentioning

confidence: 99%

Section: Fairnessmentioning

confidence: 99%

Untitled

2023

J Ment Health Clin Psychol

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The developers of clinical exams for US mental health licensure have faced significant recent criticism and calls for their exams to be paused or discontinued. 1,2 Critics cite concerns over exams lacking evidence of validity, while they demonstrate strong evidence of racial and ethnic bias. Developers, in turn, argue that their exams are developed using accepted methods that conform with industry standards, specifically, the Standards for Educational and Psychological Testing. 3 This manuscript challenges that assertion. Based on external research as well as developers' own statements and publications, clinical exams for US mental health care licensure appear to deviate in important ways from both the letter and the spirit of the Standards. Clinical exams should be paused unless and until they are shown to be fair, equitable, valid, and more fully consistent with industry norms.

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“…The awareness that social workers and social pedagogues hold such power allows them to reflect on the impact that it might have on their relationship with their clients. Even though practitioners are aware of institutional racism within the social care sector (Marson, 2022), they need to understand the level of injustice and oppression that is happening and that they are partly representatives of the oppressors, depending on the context that they are working in. If my employer is a Catholic charity, my clients might see me as a social pedagogue, but they might also see me linked to an institution -in this example, the Catholic Church -that continues to deal with allegations of child abuse.…”

Section: Reflection Processes In Social Pedagogy Trainingmentioning

confidence: 99%

Diversity reflection: an approach towards provoking diverse thinking within social work and social pedagogy training

Koglek

2024

International Journal of Social Pedagogy

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Teaching diversity in social pedagogy and social work training is vital for promoting inclusivity, cultural competence, empathy and effective practice. It supports students in their personal development and equips them to navigate today’s interconnected world. Inspired by bell hooks’s Teaching to Transgress: Education as the practice of freedom, this article describes diversity reflection – an approach that invites students’ and teachers’ diverse thinking – and how it can be implemented in preparation for and delivery of diversity training for future social pedagogues and social workers. The article also explores why it is important to embrace diversity as an aspect in professional reflection. It outlines how such reflection should take place on a micro, mezzo and macro level. Finally, it introduces further aspects of teaching diversity, including the need for lecturers to exercise professional and personal reflection and how the teacher’s diversity influences preparation and delivery of diversity training.

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Editorial: Does Racial Bias Exist in the ASWB Social Work Exams?

Cited by 3 publications

References 15 publications

Mental health clinical exams’ evident adherence to industry standards for testing

Mental health clinical exams’ evident adherence to industry standards for testing

Untitled

Diversity reflection: an approach towards provoking diverse thinking within social work and social pedagogy training

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