African American Social Work Faculty

Purpose:This study explored the scholarship experiences of top-ranked African American faculty in schools of social work.Method:Qualitative interviews were conducted with N = 10 top-ranked African American faculty identified as achieving considerable productivity and impact of scholarship.Findings:F...

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Bibliographic Details
Published in:Research on social work practice 2018-03, Vol.28 (3), p.309-319
Main Authors: Allen Junior Lloyd, Huggins-Hoyt, Kimberly Y, Holosko, Michael J, Briggs, Harold E
Format: Article
Language:English
Subjects:
African Americans
Candidates
Collaboration
College faculty
Graduate students
Graduate studies
Mentoring
Productivity
Qualitative research
School social work
Social work
Strategic planning
Strategies
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Summary:Purpose:This study explored the scholarship experiences of top-ranked African American faculty in schools of social work.Method:Qualitative interviews were conducted with N = 10 top-ranked African American faculty identified as achieving considerable productivity and impact of scholarship.Findings:Four major themes were identified, each of which had 2–3 subcategories. These included (1) mentorship, (2) collaboration, (3) time, and (4) strategic planning. The data revealed that of these identified themes, mentorship was the most prominent, and collaboration, although important, was the least.Implications:The noted experiences and strategies highlighted in this study could be of great utility for those seeking to enhance their scholarly productivity and impact, particularly for (a) junior faculty, (b) African American faculty, and (c) doctoral student researchers and candidates.
ISSN:1049-7315
1552-7581
DOI:10.1177/1049731517701578