Social Work Students and Faculty: Testing the Convergence of Perspectives on Student Writing Abilities

Students (n = 244, 76% MSSW) and faculty members (n = 40, 36% tenure or tenure track) at a social work program at a large public southern U.S. university were surveyed to assess within- and between-group differences in perspectives on student writing. Faculty members expressed significantly greater...

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Bibliographic Details
Published in:Journal of social work education 2016-04, Vol.52 (2), p.214-233
Main Authors: Cronley, Courtney, Kilgore, Christopher D.
Format: Article
Language:English
Subjects:
Academic tenure
Acculturation
African American Students
African Americans
Case Studies
College Faculty
College professors
College students
Counselor Training
Cultural Awareness
Cultural competence
Cultural sensitivity
Discipline
Discourse
Ethnicity
Gender Differences
Higher education
Hispanic American Students
Internet
Intervention
Labor force participation
Latin American cultural groups
Peers
Self Evaluation (Individuals)
Social Work
Social work education
State Universities
Statistical Analysis
Student Attitudes
Student Surveys
Student writing
Teacher Attitudes
Teacher Education
Teaching
Training
Undergraduate Students
United States (South)
University faculty
Writing
Writing (Composition)
Writing Difficulties
Writing Instruction
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Summary:Students (n = 244, 76% MSSW) and faculty members (n = 40, 36% tenure or tenure track) at a social work program at a large public southern U.S. university were surveyed to assess within- and between-group differences in perspectives on student writing. Faculty members expressed significantly greater concern with student writing than students. Latina/o, African American, female, and undergraduate students all reported more writing challenges compared to their peers. Likewise, full-time faculty members who teach mainly online or had less training in writing instruction reported more challenges than their colleagues. Overall, our findings support the need for writing interventions that acculturate students to the discipline through a more inclusive, culturally competent discourse as well as increased faculty preparation for teaching writing.
ISSN:1043-7797
2163-5811
DOI:10.1080/10437797.2016.1151275