School Social Work Services in Federally Funded Programs
An African American Perspective
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Multicultural Education, Social & Cultural Studies, Social Science, Social Work
| Author: | Hope M. Bland, Ashraf Esmail | ISBN: | 9780761860105 |
| Publisher: | UPA | Publication: | October 8, 2012 |
| Imprint: | UPA | Language: | English |
| Author: | Hope M. Bland, Ashraf Esmail |
| ISBN: | 9780761860105 |
| Publisher: | UPA |
| Publication: | October 8, 2012 |
| Imprint: | UPA |
| Language: | English |
This book identifies the barriers between social work intervention in education and government-funded programs that impact African American students. The chapters approach these issues from a child-centered perspective, which has proven critical in developing positive and sustainable relationships with African American students. As children begin to understand more about their lives and the world around them, they also develop opinions that help them identify who they are as individuals and where they see themselves in the world. From a qualitative research methodology approach, trust has been identified as a fundamental factor and potential barrier among all variables acknowledged. Interviews with ten African American high school and college students were conducted to discuss their perspectives on education, family life, peer interaction, and social work intervention.
This book identifies the barriers between social work intervention in education and government-funded programs that impact African American students. The chapters approach these issues from a child-centered perspective, which has proven critical in developing positive and sustainable relationships with African American students. As children begin to understand more about their lives and the world around them, they also develop opinions that help them identify who they are as individuals and where they see themselves in the world. From a qualitative research methodology approach, trust has been identified as a fundamental factor and potential barrier among all variables acknowledged. Interviews with ten African American high school and college students were conducted to discuss their perspectives on education, family life, peer interaction, and social work intervention.
