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Direct linkMcMahon, Sheila M.; Peterson, N. Andrew; Farmer, Antoinette Y.; Miller, Shari E. – Journal of Social Work Education, 2020
Schools of social work are now mandated to assess and address the effects of the implicit curriculum on students, who are from diverse backgrounds. Given this mandate, the purpose of this secondary data analysis was to differentiate the effects of the implicit curriculum on White, non-Hispanic students and students of color. In addition, the study…
Descriptors: Student Empowerment, Sense of Community, Social Work, Counselor Training
Peterson, N. Andrew; Farmer, Antoinette Y.; Donnelly, Louis; Forenza, Brad – Journal of Teaching in Social Work, 2014
The implicit curriculum, which refers to a student's learning environment, has been described as an essential feature of an integrated professional social work curriculum. Very little is known, however, about the heterogeneity of students' experiences with the implicit curriculum, how this heterogeneity may be distributed across groups of…
Descriptors: Social Work, Counselor Training, Undergraduate Students, Graduate Students
Peterson, N. Andrew; Farmer, Antoinette Y.; Zippay, Allison – Journal of Social Work Education, 2014
Professional schools are developing conceptual frameworks that can be used to assess and improve implicit curricula. Students' professional empowerment, defined to include perceived professional competence and identity, may be considered a vital outcome of these efforts. Our study evaluated measures and tested a path model that included…
Descriptors: Social Work, Educational Environment, Curriculum Design, Urban Universities
