Edward Scanlon

SOCIAL JUSTICE AND THE RESEARCH CURRICULUM

This article presents a study of justice as a concept and value in the research curriculum. Twelve researchers and research instructors were asked to define justice, discuss how it informed their work, and indicate whether a justice focus required special topics, theories, or methods. The conceptual literature on justice, research textbooks, and syllabi were reviewed. Most respondents defined justice broadly, and did not perceive certain topics, theories, or methods as more relevant to justice than others. Further, justice was not systematically discussed in classes, syllabi, and textbooks. Questions for future investigation and implications for social work educators are discussed.

Is a Critical Pedagogy for the Profession of Social Work Possible

Abstract In this essay, we address the perspective of progressive educators who maintain that academic curricula should be approached through the use of a critical pedagogy. We begin with a review of theories and methods in critical pedagogy and present a set of social and institutional issues that mediate against its use in social work education. We argue that, paradoxically, many of these obstacles in fact make the use of a critical pedagogy indispensable. Basic philosophical, conceptual, and methodological principles of a critical pedagogy for social work are elaborated.

The Economic Conditions of Child Physical Abuse: A Call for a National Research, Policy, and Practice Agenda

Child physical abuse and economic hardship are two of the most pervasive social problems addressed by the social work profession. Despite empirical evidence that child physical abuse is associated with economic disparities, the field of child welfare lacks a national, coordinated agenda for economic hardship prevention. We review social scientific studies that demonstrate the links between child abuse and a range of economic stressors, including poverty, unemployment, and material hardships. Implications for research, practice, and policy are presented, which could enhance the financial well-being of low-income families at risk of child physical abuse.

The Impact of Homeownership on the Life Satisfaction of African-Americans

The federal government has begun to move homeownership to the center of US housing policy. Economic recovery and minority homeownership programs have increased African-American homeownership to an all-time high in 1999. A primary assertion of homeownership advocates is that the life satisfaction of owner-occupiers is greater than that of renters. However, there is little literature to support this assertion, and little is known about whether homeownership is related to life satisfaction among African-Americans. This study tests that hypothesis and evaluates whether the impact of homeownership on life satisfaction is mediated by housing quality, residential stability, perceived neighborhood safety, and neighborhood social relations. A path analysis indicates that homeownership has direct impacts on the life satisfaction of AfricanAmericans, but that indirect relationships do not exist. Homeownership does, however, have positive impacts on housing quality, residential stability, neighborhood safety and social relations. Implications of these findings for housing policy and research are provided.

Social Work and Social justice: A Reply to Leroy Pelton

work conceptualization of justice rooted in the rights of the individual and more recent views of justice rooted in group identity and membership. The tensions between these perspectives, and their implications for social justice oriented research, policy, and practice, are impor tant to consider. In response to his essay, we will review his arguments in the con text of the debate and elaborate where we

Mortgage Lending and Gender

This article analyzes 1992 data from the Home Mortgage Disclosure Act for the city and county of St. Louis, MO. The primary hypothesis was that controlling for relevant factors, women would be more likely than men to be denied home loans. The findings contradict the hypothesis and suggest that men are slightly more likely than women to be denied conventional mortgage loans. However, the study also found that women with male coapplicants are more likely than women who apply independently to be denied these loans.

From Helena to Harlem: Barriers to Saving at Two SEED Sites

Policy makers are increasingly interested in incentivized savings programs for low-income children. This study reports findings from interviews with caregivers of accountholders in the Saving for Education, Entrepreneurship, and Downpayment (SEED), a national research initiative. Although asset-building proponents emphasize that low-income citizens can save with the right supports, median saving rates in the SEED study were quite low. In-depth interviews conducted with 27 caregivers at 2 distinct program sites describe obstacles to saving. Barriers are categorized as financial, spatial, cognitive, and behavioral. Policy and practice implications may enhance low savings rates among low-income participants in many incentivized savings programs.

The Integration of Micro and Macro Practice A Qualitative Study of Clinical Social Workers’ Practice With Domestic Violence Survivors

The domestic violence (DV) field has long been known for its commitment to the integration of micro- and macro-level practice. This study explores the views of social workers providing clinical services within DV agencies in order to shed light on the ways in which they intellectually resolve the tensions inherent in carrying out the dual mission. Following the review of historical debates on professionalization of the field, the analysis focuses on clinical social workers’ efforts to construct integrated practices while responding to the historical context of feminism, which has shaped their agencies and the movement in the field.

Educational and Financial Institutions Partnering to Implement CSAs: Evaluation of Financial Partners’ Perspectives from the 2011 GEAR UP Invitational Priority

Educational and financial institutions are increasingly partnering to open Children’s Savings Accounts (CSAs); however, little is known about these partnerships’ effectiveness for planning and implementing CSAs. A 2011 invitational priority from the Department of Education encouraged partnerships between Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) programs and financial institutions to open CSAs for low-income students, which provided an opportunity to evaluate these partnerships. In-depth interviews with 10 personnel from 6 financial institutions who partnered with 4 GEAR UP programs revealed that partnerships with stakeholders, time spent on planning, and strategies for overcoming barriers were important for implementing CSAs. Lessons for practice and policy are discussed.