Beyond Equal Access to Equal Outcomes : The Role of the Institutional Culture in Promoting Full Participation, Positive Inter-Group Interaction and Timely Progression for Minority Social Work Students / Joan Fletcher in The british journal of social work, 1, vol. 45 (January 2015)

Public ISBD [article]  inThe british journal of social work > 1, vol. 45 (January 2015) . - pp. 120-137 Titre : Beyond Equal Access to Equal Outcomes : The Role of the Institutional Culture in Promoting Full Participation, Positive Inter-Group Interaction and Timely Progression for Minority Social Work Students Type de document : texte imprimé Auteurs : Joan Fletcher, Auteur ; Claudia Bernard, Auteur ; Anna Fairtlough, Auteur ; Akile Ahmet, Auteur Editeur : Oxford University Press Année de publication : 2015 Article en page(s) : pp. 120-137 Langues : Anglais (eng) Catégories : Cardijn Diversité # Formation professionnelle # Travail social TS Justice sociale # Philosophie:Philosophie politique:Égalité Résumé : "This paper is based on the first national qualitative study to examine diversity and progression within social work programmes in England, focusing on the experiences of disabled, black and ethnic minority and lesbian, gay and bisexual students. Data collected from ninety-five students and twenty-three social work education providers across eight higher education institutions (HEIs) suggested an institutional effect on rates of progression, linked to the degree of orientation towards systemic change. The study found that social work educators tended to place more emphasis on ?equality of access? than ?equality of outcomes?, resulting in a lack of focus on other aspects of the student life cycle such as inter-group dynamics and rates of progression through the programme and into employment. This paper highlights the importance of a ?transformational? organisational change approach to creating an institutional culture where students from minority groups feel welcome and can thrive. Leadership, monitoring and an institution-wide sense of collective responsibility for diversity and equality policy implementation emerged as key to creating a more inclusive environment, alongside equipping staff to take a pro-active role in facilitating high-quality, respectful interaction between different members of the HEI community." Permalink : http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=21435 [article] Beyond Equal Access to Equal Outcomes : The Role of the Institutional Culture in Promoting Full Participation, Positive Inter-Group Interaction and Timely Progression for Minority Social Work Students [texte imprimé] / Joan Fletcher, Auteur ; Claudia Bernard, Auteur ; Anna Fairtlough, Auteur ; Akile Ahmet, Auteur . - [S.l.] : Oxford University Press, 2015 . - pp. 120-137. Langues : Anglais (eng) in The british journal of social work > 1, vol. 45 (January 2015) . - pp. 120-137 Catégories : Cardijn Diversité # Formation professionnelle # Travail social TS Justice sociale # Philosophie:Philosophie politique:Égalité Résumé : "This paper is based on the first national qualitative study to examine diversity and progression within social work programmes in England, focusing on the experiences of disabled, black and ethnic minority and lesbian, gay and bisexual students. Data collected from ninety-five students and twenty-three social work education providers across eight higher education institutions (HEIs) suggested an institutional effect on rates of progression, linked to the degree of orientation towards systemic change. The study found that social work educators tended to place more emphasis on ?equality of access? than ?equality of outcomes?, resulting in a lack of focus on other aspects of the student life cycle such as inter-group dynamics and rates of progression through the programme and into employment. This paper highlights the importance of a ?transformational? organisational change approach to creating an institutional culture where students from minority groups feel welcome and can thrive. Leadership, monitoring and an institution-wide sense of collective responsibility for diversity and equality policy implementation emerged as key to creating a more inclusive environment, alongside equipping staff to take a pro-active role in facilitating high-quality, respectful interaction between different members of the HEI community." Permalink : http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=21435

Exemplaires (1)

Cote	Support	Localisation	Section	Disponibilité
PER BJS 45/1 (2015)	Périodique	Centre de documentation HELHa Cardijn LLN	Réserve Périodiques	Disponible

Experiences of Lesbian, Gay and Bisexual Students on Social Work Programmes : Developing a Framework for Educational Practice / Anna Fairtlough in The british journal of social work, 3, vol. 43 (April 2013)

Public ISBD [article]  inThe british journal of social work > 3, vol. 43 (April 2013) . - pp. 467-485 Titre : Experiences of Lesbian, Gay and Bisexual Students on Social Work Programmes : Developing a Framework for Educational Practice Type de document : texte imprimé Auteurs : Anna Fairtlough, Auteur ; Claudia Bernard, Auteur ; Joan Fletcher, Auteur ; Akile Ahmet, Auteur Année de publication : 2013 Article en page(s) : pp. 467-485 Langues : Anglais (eng) Catégories : Cardijn Travail social TS Education # Minorités sexuelles:Homosexuels Résumé : "This article reports on a qualitative study with lesbian, gay and bisexual students and key informants from social work programmes and the wider higher education institution (HEI) that aimed to examine participants' views about this group of students' progression on and experiences of social work programmes in England." Permalink : http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=18111 [article] Experiences of Lesbian, Gay and Bisexual Students on Social Work Programmes : Developing a Framework for Educational Practice [texte imprimé] / Anna Fairtlough, Auteur ; Claudia Bernard, Auteur ; Joan Fletcher, Auteur ; Akile Ahmet, Auteur . - 2013 . - pp. 467-485. Langues : Anglais (eng) in The british journal of social work > 3, vol. 43 (April 2013) . - pp. 467-485 Catégories : Cardijn Travail social TS Education # Minorités sexuelles:Homosexuels Résumé : "This article reports on a qualitative study with lesbian, gay and bisexual students and key informants from social work programmes and the wider higher education institution (HEI) that aimed to examine participants' views about this group of students' progression on and experiences of social work programmes in England." Permalink : http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=18111

Exemplaires (1)

Cote	Support	Localisation	Section	Disponibilité
PER BJS 43/3 (2013)	Périodique	Centre de documentation HELHa Cardijn LLN	Réserve Périodiques	Disponible

A Qualitative Study of Marginalised Social Work Students' Views of Social Work Education and Learning / Claudia Bernard in The british journal of social work, 7, vol. 44 (October 2014)

Public ISBD [article]  inThe british journal of social work > 7, vol. 44 (October 2014) . - pp. 1934-1949 Titre : A Qualitative Study of Marginalised Social Work Students' Views of Social Work Education and Learning Type de document : texte imprimé Auteurs : Claudia Bernard, Auteur ; Anna Fairtlough, Auteur ; Joan Fletcher, Auteur ; Akile Ahmet, Auteur Editeur : Oxford University Press Année de publication : 2014 Article en page(s) : pp. 1934-1949 Langues : Anglais (eng) Catégories : Cardijn Formation # Travail social TS Discrimination Résumé : "This article explores the experiences of social work students who viewed themselves to be multiply marginalised in universities in England. It draws on data from a Department of Health-funded study into Diversity and Progression that investigated the particular circumstances of black and ethnic minority, disabled, and lesbian, gay and bisexual students. In-depth interviews (forty-one) and focus groups (nine) were conducted with students and a wide range of social work education providers in eight universities in England to identify how individual and institutional factors interact to affect learning experiences on social work programmes. The results show that subtle manifestations of marginalisation are at play in the learning environment for these groups of students. Overall, the findings highlight the ways in which various forms of discrimination coalesce to disempower particular groups of students. The article concludes by considering the implications and challenges for social work educators in minimising such discriminatory processes." Permalink : http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=21401 [article] A Qualitative Study of Marginalised Social Work Students' Views of Social Work Education and Learning [texte imprimé] / Claudia Bernard, Auteur ; Anna Fairtlough, Auteur ; Joan Fletcher, Auteur ; Akile Ahmet, Auteur . - [S.l.] : Oxford University Press, 2014 . - pp. 1934-1949. Langues : Anglais (eng) in The british journal of social work > 7, vol. 44 (October 2014) . - pp. 1934-1949 Catégories : Cardijn Formation # Travail social TS Discrimination Résumé : "This article explores the experiences of social work students who viewed themselves to be multiply marginalised in universities in England. It draws on data from a Department of Health-funded study into Diversity and Progression that investigated the particular circumstances of black and ethnic minority, disabled, and lesbian, gay and bisexual students. In-depth interviews (forty-one) and focus groups (nine) were conducted with students and a wide range of social work education providers in eight universities in England to identify how individual and institutional factors interact to affect learning experiences on social work programmes. The results show that subtle manifestations of marginalisation are at play in the learning environment for these groups of students. Overall, the findings highlight the ways in which various forms of discrimination coalesce to disempower particular groups of students. The article concludes by considering the implications and challenges for social work educators in minimising such discriminatory processes." Permalink : http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=21401

Exemplaires (1)

Cote	Support	Localisation	Section	Disponibilité
PER BJS 44/7 (2014)	Périodique	Centre de documentation HELHa Cardijn LLN	Réserve Périodiques	Disponible

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