Perceived Levels of Cultural Competence Through Social Work Education and Professional Development for Urban School Social Workers

Perceived Levels of Cultural Competence for School Social Workers: A Follow-Up Study

“…Given that the bulk of research on cultural competence is largely dependent on survey research methods-mainly because of the utility of this approach-follow-up studies using repeated instruments are needed and can provide greater insight and direction for future investigations (Fahs et al, 2003;Holden, Anastas, & Meenaghan, 2005). This study seeks to directly follow up with similar survey research methods used in Teasley's (2005) exploratory study on perceived levels of cultural competence among school social workers. That initial investigation used self-report survey data from urban school social workers serving public schools with grade levels K-12 to examine the link among social work education, professional development, and participants' perceived level of cultural competence for practice within urban public school systems.…”

“…Preparing culturally competent school social workers through social work education and post graduate professional development has been identified as a major challenge for the profession (Allen-Meares et al, 2010;Frey, 2002;Teasley, 2005;Teasley, Baffour, & Tyson, 2006). Cultural competence has been defined as "a set of congruent behaviors, attitudes, and policies that come together in a system or agency or among professionals and enable the system, agency, or profes sionals to work effectively in cross-cultural situations" (National Association of Social Workers [NASW], 2001, p. 11).…”

“…Cultural competence has been defined as "a set of congruent behaviors, attitudes, and policies that come together in a system or agency or among professionals and enable the system, agency, or profes sionals to work effectively in cross-cultural situations" (National Association of Social Workers [NASW], 2001, p. 11). Social work professionals acquire cultural competence through two gen eralized methods: social work education programs and continuing education or postgraduation professional development opportunities (Teasley, 2005). The Council on Social Work Education (CSWE) created Standard 1234 in 1971 directing social work education to conduct programs without "discrimination on the basis of race, creed, ethnic origin, age, or sex" (Jani, Pierce, Ortiz, & Sowbel, 2011, p. 287).…”

“…To measure cultural competence the Cultural Competence Self-Assessment Questionnaire (CCSAQ) created by Mason (1995) was revised to consider the specific qualities of school social workers (Teasley, 2005). The revised version consists of 54 questions (52 quantitative and 2 qualitative questions) divided into four sections measuring (a) knowledge of communities, (b) resources and linkages, (c) professional and education development, and (d) service delivery and practice (see Teasley, 2005).…”

“…Urban school districts are often characterized by high concentrations of low-income minority students from diverse racial and ethnic backgrounds (Teasley, 2005). These students are overrep resented in special education programs, disproportionately suspended and expelled from school, and underrepresented in gifted and talented educational programs (Morgan, Salomon, Plotkin, & Cohen, 2014;Losen, 2011).…”