Cheryl A. Hyde

Multicultural Content and Class Participation: Do Students Self-Censor?

This article presents data from an exploratory study on class participation and student self-censorship. The impetus for this research is concern that content on multiculturalism and oppression inhibits open debate and dialogue, a form of suppression that conservatives term “political correctness.” Through survey and focus group data, the authors examine student discomfort in social work courses, reasons for self-censorship, and solutions to self-censorship. Results suggest that general classroom factors (being too shy or being unprepared), not political correctness, were more likely to be reasons for self-censorship. Solutions focused on the faculty’s role in creating safe and affirming classroom environments.

The meanings of whiteness

It was after class and a student asked to speak with me about the terms first assignment. The assignment is a cultural autobiography in which the student identifies and analyzes the transmission of some aspect of her culture (e.g., race, ethnicity, class, religion) and speculates as to how this aspect of her cultural identity will shape her future role as a social worker. If appropriate, the student also examines how membership in a culturally dominant group(s) results in differing degrees of privilege, even if unwarranted or undesired. This particular student claimed that she was unable to do the assignment because she believed she had no culture. At least 3 or 4 students make such a claim every year. In every case, the student is white.

A Collaborative Approach to Service, Learning, and Scholarship

ABSTRACT This article describes a research course that was a collaborative endeavor between a school of social work and a community organization. This project was guided by learning, service and scholarship goals. Specifically, the participants in this course provided a pro-bono evaluation for a community benefits district. The benefits district solicited assistance from the authors, with the caveat that district members not be involved in the data collection and analysis. The authors situate this project on a continuum of traditional versus participatory research, and propose a “mixed” model for collaborative university-community efforts. The authors suggest ways of engaging students in “real world” research that benefits the community and facilitates their own training as macro social work practitioners. Factors that facilitate and hinder such a project are also discussed.

Too Much of a “Good” Thing? Insular Neighborhood Associations, Nonreciprocal Civility, and the Promotion of Civic Health

This article examines whether a high number of neighborhood associations within a community promotes or hinders civic health and offers two concepts for civil society scholarship: the insular civil society organization (CSO), which is primarily or solely committed to internal development and membership cultivation, and nonreciprocal civility, which captures the absence of relational ties between such CSOs. Based on the analysis of two urban neighborhoods in Baltimore, Maryland, the authors found that a high number of neighborhood associations reflect community-level factionalism, primarily manifested through resource competition and turf conflict. This was apparent despite strong consensus among community residents on key community issues and concerns. Possiblereasons for this factionalism are identified, the consequences of such divisiveness for civic health are examined, and suggestions for addressing the limitations posed by insular associations are offered.

Multicultural Organizational Development in Nonprofit Human Service Agencies

ABSTRACT Current political, economic, and demographic developments place increasing pressure on the nonprofit sector to meet the needs of vulnerable and disenfranchised groups. The growing heterogeneity of the human service workforce compels agency administrators to foster organizational environments that support diversity. In response to constituent and staff trends, nonprofit human service agencies need to engage in multicultural organizational development (MCOD), a complex change process that fosters the elimination of oppression and the promotion of differences. In this article, the author explores various facets of MCOD in nonprofit human service organizations. Based on in-depth interviews with human service practitioners experienced in MCOD initiatives, key values, goals, and activities are delineated. The data suggest that while the values of MCOD indicate comprehensive transformation, the subsequent goals and activities do not fulfill such a vision.

The Hybrid Nonprofit: An Examination of Feminist Social Movement Organizations

ABSTRACT The analysis of nonprofits tends to characterize these organizations as either bureaucratic organizations or voluntary grassroots associations. In this article, feminist social movement organizations (FSMOs) are examined in order to illustrate the hybrid nature of nonprofits. The six FSMOs all began as voluntary grassroots associations, yet changed in varying ways over the years. To illustrate these changes, the FSMOs are compared on three dimensions-collective action frames, activities and governance. The variations along these dimensions suggest that the FSMOs are neither purely bureaucratic nor grassroots, but fall on a continuum between these two organizational types. In understanding this continuum, the necessity for more complex approaches to nonprofit analysis is clarified.

Teaching about race and racism in social work: Challenges for white educators

Abstract Teaching about race, racism and multiculturalism is challenging for all instructors. This paper identifies and explores particular challenges for white educators teaching this material. Strategies are offered to help white instructors to constructively meet these challenges and create meaningful learning environments for all students.

The Human Service Managerial Dilemma

Abstract The purpose of the study was to explore 115 human services managers responses to current challenges, and determine whether or not managers engaged in the kind of administrative practice that has been advocated for in the human service management literature. Interview data revealed that the primary concerns among managers appeared to be related to resource development and organizational climate, and the solutions included staff development, resource development through fundraising and grant writing, staff recruitment, and some strategic planning. Binary logistic regression was used to predict the occurrence of identified challenges and solutions based on agency type, size, and location. Overall, the findings reflect a disparity between current management practices and expectations for more visionary and innovative responses. Often, solutions did not match with the identified challenges. The findings indicate that human service managers have to move beyond solving systematic problems with symptomatic solutions, and recommendations were discussed.

Diversity Climates in Human Service Agencies

Abstract This article focuses on “diversity climates” of human service agencies. An organizations diversity climate is comprised of both the degree of member heterogeneity and efforts to promote and sustain an environment conducive to maximizing the benefits of that heterogeneity. Data are from diversity audits conducted in 161 nonprofit and public human service agencies that provide health/mental health, welfare, child/adolescent, educational, and community programs. Findings indicate racial and gender segregation in that most organizations have management and staff that are overwhelmingly White and female. Strategies for the promotion of diversity tend to be basic and limited and are not likely to result in substantial or long-lasting change that would embed diversity into an organizations culture. Public welfare agencies appear to have the weakest diversity climates. Discussion addresses concerns regarding the absence of robust diversity climates in human service agencies.

Does Gender Matter? Male and Female Participation in Social Work Classrooms

On the basis of a survey of 264 participants and 8 follow-up focus groups with 44 total participants, this analysis considers why male and female students may censor themselves in classroom discussions and what solutions there are to this diminished participation. The survey revealed few statistically significant differences based on gender. However, when significant differences occurred, they reinforced stereotypical gender behavior among women. Gender differences were more pronounced in the focus groups with respect to both the interpretation of the survey data and communication styles. The female participants exhibited more caretaking and relational behaviors and tended to defer to authority, whereas the male participants were more assertive and concerned with how “oppressed” they were as men. Implications of these findings for social work education are offered.