To increase their research skills and confidence, students in a nonresearch-focused elective MSW course gathered qualitative data through cross-ethnic interviews for a formal research project. Qualitative findings from a focus group of students were used to examine the perspectives of the students, all but one of whom were women, about (a) changes in their knowledge of and attitudes toward research, (b) the struggles they experienced, and (c) whether such projects should be integrated into other courses. Implications for social work educators who are seeking to empower social work students, especially women, to conduct research are discussed.
Cohen, M. B., & Ruff, E. (1995). The use of role play in field instructor training. Journal of Teaching in Social Work, 11(1-2), 85-100.
2.
Council on Social Work Education. (2002). Educational policy and accreditation standards. Alexandria, VA: Author.
3.
Cramer, E. P. (1995). Feminist pedagogy and teaching social work practice with groups: A case study. Journal of Teaching in Social Work, 11(1-2), 193-215.
4.
Cummerton, J. M. (1986). A feminist perspective on research: What does it help us see? In N. Van Den Bergh & L. B. Cooper (Eds.), Feminist visions for social work (pp. 80-100). Silver Spring, MD: National Association of Social Workers.
5.
Davis, S. (2003). Statistics anxiety among female African American graduate-level social work students. Journal of Teaching in Social Work, 23(3-4), 143-158.
6.
Dore, M. M. (1994). Feminist pedagogy and the teaching of social work practice. Journal of Social Work Education, 30, 97-107.
7.
Drisko, J. W. (1997). Strengthening qualitative studies and reports: Standards to promote academic integrity. Journal of Social Work Education, 33, 185-197.
8.
Epstein, I. (1987). Pedagogy of the perturbed: Teaching research to the reluctants. Journal of Teaching in Social Work, 1, 71-89.
9.
Forte, J. (1995). Teaching statistics without sadistics. Journal of Social Work Education, 31, 204-218.
10.
Green, R. G., Bretzin, A., Leininger, C., & Stauffer, R. (2001). Research learning attributes of graduate students in social work, psychology, and business. Journal of Social Work Education, 37, 333-341.
11.
Harding, S. (1987). Introduction: Is there a feminist method? In S. Harding (Ed.), Feminism and methodology: Social science issues (pp. 1-13). Bloomington: Indiana University Press.
12.
Holley, L. C., & Steiner, S. (2005). Safe space: Students’ perspectives of classroom environments. Journal of Social Work Education, 41, 49-64.
13.
Hull, G. H., Jr., & Mokuau, N. (1994). Research in baccalaureate social work programs: A model for integration. Journal of Teaching in Social Work, 10(1-2), 137-147.
14.
Jackson, A. P., & Sedehi, J. (1998). Homevisiting: Teaching direct practice skills through a research project. Journal of Social Work Education, 34, 283-290.
15.
Jordan, J. V., Kaplan, A. G., Miller, J. B., Stiver, I. P., & Surrey, J. L. (1991). Women’s growth in connection: Writings from the Stone Center. New York: Guilford.
16.
Kramer, B. J., & Wrenn, R. (1994). The blending of andragogical and pedagogical teaching methods in advanced social work practice courses. Journal of Teaching in Social Work, 10(1-2), 43-64.
17.
Lazar, A. (1991). Faculty, practitioner, and student attitudes toward research. Journal of Social Work Education, 27, 34-40.
18.
Leigh, J. W. (1998). Communicating for cultural competence. Boston: Allyn & Bacon.
19.
Linhorst, D. M. (2002). A review of the use and potential of focus groups in social work research. Qualitative Social Work, 1, 208-228.
20.
Madriz, E. (2000). Focus groups in feminist research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 835-850). Thousand Oaks, CA: Sage.
21.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
22.
Montcalm, D. M. (1999). Applying Bandura’s theory of self-efficacy to the teaching of research. Journal of Teaching in Social Work, 19(1-2), 93-107.
23.
Onwuegbuzie, A. J. (1999). Statistics anxiety among African American graduate students: An affective filter?Journal of Black Psychology, 25, 189-209.
24.
Riessman, C. K. (Ed.). (1994). Qualitative studies in social work research. Thousand Oaks, CA: Sage.
25.
Risley-Curtiss, C., Holley, L. C., Cruickshank, T., Porcelli, J., Rhoads, C., Bacchus, D. N. A., Nyakoe, S., & Murphy, S. B. (2006). “She was family”: The views of 15 women of color about their animal-human connections. Affilia, 21, 433-447.
26.
Royse, D., & Rompf, E. L. (1992). Math anxiety: A comparison of social work and non-social work students. Journal of Social Work Education, 28, 270-277.
27.
Rubin, A., Franklin, C., & Selber, K. (1992). Integrating research and practice into an interviewing skills project: An evaluation. Journal of Social Work Education, 28, 141-152.
28.
Ryan, G. W., & Bernard, H. R. (2000). Data management and analysis methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 769-802). Thousand Oaks, CA: Sage.
29.
Sar, B. K., Yankeelov, P. A., Wulff, D., & Singer, T. L. (2003). “Equal time” and “equal voice”: A model foundation research course. Journal of Teaching in Social Work, 23(3-4), 43-58.
30.
Schriver, J. M. (2001). Human behavior and the social environment: Shifting paradigms in essential knowledge for social work practice (3rd ed.). Boston: Allyn & Bacon.
31.
Secret, M., Ford, J., & Rompf, E. L. (2003). Undergraduate research courses: A closer look reveals complex social work student attitudes. Journal of Social Work Education, 39, 411-422.
32.
Sells, S. P., Smith, T. E., & Newfield, N. (1997). Teaching ethnographic research methods in social work: A model course. Journal of Social Work Education, 33, 167-184.
33.
Whipple, E. E., Grettenberger, S. E., & Flynn, M. S. (1997). Doctoral research education in a social context: Development and implementation of a model outreach course. Journal of Teaching in Social Work, 14(1-2), 3-26.
34.
Wogan, L. (2005, Summer). Summersgate. Ms., pp. 57-59.
