Leveling the Playing Field

Q3 Social Sciences
Dana Holcomb
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引用次数: 1

Abstract

Despite the numerous benefits of formal mentorship for all faculty, it remains underutilized within the academy. Specifically, this lack of critical support leaves historically marginalized groups, particularly women, underrepresented minorities, as well as part-time, intermittent, adjunct, or non-tenure track faculty, to struggle with navigating the challenging climate of higher education. To counter these inherent power differentials, this article asserts that formal mentorship is the responsibility of social work educators. This article presents a conceptual framework that integrates Relational Cultural Theory (RCT), the National Association of Social Work (NASW) Code of Ethics’ core values, and the Council on Social Work Education’s (CSWE) Educational Policy and Accreditation Standards (EPAS) as a mechanism to support faculty through formal mentorship practices. This article advocates for an amendment to the EPAS to include formal faculty mentorship within accredited programs.
平整运动场
尽管正式导师制对所有教师都有很多好处,但它在学院内仍然没有得到充分利用。具体而言,这种缺乏关键支持的情况使历史上被边缘化的群体,特别是妇女、代表性不足的少数群体,以及兼职、间歇性、兼职或非终身制教师,难以应对高等教育的挑战性气候。为了应对这些固有的权力差异,本文断言正式导师制是社会工作教育工作者的责任。本文提出了一个概念框架,该框架整合了关系文化理论(RCT)、全国社会工作协会(NASW)道德准则的核心价值观和社会工作教育委员会(CSWE)的教育政策和认证标准(EPAS),作为通过正式导师制实践支持教师的机制。本文主张对EPAS进行修订,将正式的教师指导纳入认证项目。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Advances in social work
Advances in social work Social Sciences-Social Sciences (miscellaneous)
CiteScore
1.70
自引率
0.00%
发文量
63
审稿时长
20 weeks
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