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LGBT-Competence in Social Work Education: The Relationship of School Factors to Professional Competence.

机译：社会工作教育中的LGBT能力：学校因素与专业能力的关系。

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摘要

Background: In recent years, social work has become increasingly concerned with efforts to produce professionals capable of effectively supporting lesbian, gay, bisexual, and transgender (LGBT) clients. Research examining LGBT-competence in social work remains limited, however, because it often neglects to address the role social work education plays in LGBT-competence development, and fails to go beyond individual-level analysis to provide insight into LGBT-competence within organizational contexts. These limitations are particularly troubling considering schools of social work are the predominant structures through which future social workers develop professional competence, and yet evidence suggests these organizational contexts not only are hostile learning environments for many LGBT faculty members and students, but also inadequately prepare students to work with LGBT people.;To address these limitations this study examined LGBT-competence in the context of master of social work (MSW) education, with particular attention to organizational and individual-levels of analysis. Using data gathered from MSW program directors, faculty members, and students, hierarchical linear modeling was applied to explore differences in participant perceptions of a MSW program's organizational LGBT-competence, and the relationship between a MSW program's organizational and individual-level LGBT-competence.;The purpose of this research was to provide new and valuable insight into how schools of social work are engaging in support of sexual and gender minorities, and to investigate if improving LGBT-competence in social work education at an organizational level can ultimately improve social work's capacity to produce professionals capable of responding to the needs of LGBT clients.;Methods: Data was collected using a cross-sectional electronic survey design. Data was hierarchically structured, consisting of 34 MSW program director, 242 faculty, and 1109 student participants within a sample of 34 MSW programs. All participants provided a measure of their MSW program's organizational LGBT-competence, and student participants also provided a self-assessment of their individual LGBT-competence. A series of hierarchical linear models was applied to examine differences between director, faculty, and student responses, as well as the relationship between a program's organizational and individual LGBT-competence.;Results: Results indicate program directors, faculty members, and students had significantly different perceptions of their shared MSW program. Specifically, within a given program, directors rated the LGBT-competence of their program higher than faculty, and faculty rated their program higher than students. Results also indicate organizational-level factors contributed to student development of sexual and gender minority competence, such that programs with higher organizational LGBT-competence also had students with higher individual LGBT-competence.;Implications: In the context of social work education, these results indicate the value of gathering data from multiple stakeholders in an organizational environment, and the important role educational contexts play in producing culturally competent social work professionals. Such findings provide insight into the current level of support for LGBT issues in schools of social work, and suggests improving social work education at an organizational level can ultimately increase the capacity of social workers to combat social inequality and oppression often experienced by sexual and gender minorities.
机译：背景：近年来，社会工作越来越关注培养能够有效支持女同性恋，男同性恋，双性恋和变性者（LGBT）客户的专业人员的努力。然而，研究LGBT在社会工作中的胜任能力的研究仍然很有限，因为它常常忽略了社会工作教育在LGBT胜任力发展中的作用，并且没有超越个人层面的分析来提供组织背景下LGBT胜任力的见解。 。考虑到社会工作学校是未来社会工作者发展职业能力的主要结构，这些局限性尤其令人不安，然而有证据表明，这些组织环境不仅是许多LGBT教职员工和学生的敌对学习环境，而且还不足以使学生做好准备为解决这些局限性，本研究在社会工作（MSW）教育硕士的背景下研究了LGBT的能力，尤其关注组织和个人层面的分析。利用从MSW计划主任，教职员工和学生那里收集的数据，采用分层线性建模方法来探索参与者对MSW计划的组织LGBT胜任力以及MSW计划的组织和个人层面LGBT胜任力之间关系的看法差异。 ；这项研究的目的是提供新的有价值的见解，以了解社会工作学校如何参与支持性少数群体和性别少数群体，并调查在组织层面上提高LGBT能力在社会工作教育中是否最终可以改善社会工作的水平。能力培养能够满足LGBT客户需求的专业人员。方法：采用横断面电子调查设计收集数据。数据是分层结构的，由34个MSW程序样本中的34名MSW程序主管，242名教职员工和1109名学生参与者组成。所有参与者都提供了其MSW计划的组织LGBT能力的衡量标准，而学生参与者还提供了其个人LGBT能力的自我评估。应用了一系列的分层线性模型来检验主任，教职员工和学生的反应之间的差异，以及计划组织与个人LGBT能力之间的关系。结果：结果表明，计划主任，教职员工和学生之间的差异显着他们共享的MSW计划的看法不同。具体而言，在给定的课程中，主任将其课程的LGBT能力评为高于教师，而教师将其课程的评分高于学生。结果还表明，组织层面的因素有助于学生发展性能力和性别少数群体的能力，因此具有较高组织LGBT能力的课程也具有具有较高个人LGBT能力的学生。；启示：在社会工作教育的背景下，这些结果指出在组织环境中从多个利益相关者收集数据的价值，以及教育背景在培养具有文化素养的社会工作专业人员中的重要作用。这些发现提供了对社会工作学校中当前对LGBT问题的支持水平的见解，并表明在组织层面上改善社会工作教育可以最终提高社会工作者的能力，以应对性别和性别少数群体经常遭受的社会不平等和压迫。 。

著录项

  • 作者

    McCarty-Caplan, David.;

  • 作者单位

    University of Illinois at Chicago.;

  • 授予单位 University of Illinois at Chicago.;
  • 学科 Social work.;LGBTQ studies.;Educational evaluation.;Educational sociology.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 188 p.
  • 总页数 188
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 遥感技术;
  • 关键词

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