Translating Concept into Act forMulti-Cultural Practice: Comparison of Students’ and Field Instructors’ Perceptions of Diversity Training Effectiveness

Theresa J Early,M Elizabeth Vonk,Mary Ellen Kondrat

doi:10.18060/41

Abstract

Education for culturally competent practice increasingly is a responsibility for social work educators.Using data collected for an evaluation of the field education component of a large,Midwestern social work program, the purpose of this study is to shed light on students’ application in the field practicum setting of classroom training in culturally competent practice. Responses were obtained from field instructors (n=76) and students (n=70). Students reported learning in areas dealing with diversity at statistically significant levels; however, instructor ratings of student competence were significantly lower than student ratings. Results are discussed in light of necessary attitudes, knowledge, and skills. Implications for program monitoring and improvement, education, and further research are discussed.

Highlights

Using data collected for an evaluation of the field education component of a large Midwestern social work program, the purpose of this study is to shed light on students’ application in the field practicum setting of classroom training in culturally competent practice
This study is a first attempt at determining MSW student cultural competence in the field practicum
The study goes beyond earlier evaluations in obtaining data from multiple respondents, it should be noted that responses from students and field instructors may not match

Summary

Objectives

1. Awareness re: ethnocentric views and importance of pluralistic attitude; 2. Knowledge re: a minority group as related to practice concerns. 3. Skills: modifications of basic interviewing skills for diversity. Critical thinking re: personal and others’ biases

Methods

Results

Conclusion