Suchergebnisse

The purpose of this article is to present an illustrative example of the analytic potential of image-based research in social work. Insight gained from a qualitative research study that used a novel form of participatory diagramming to examine the racial identity development of ten multiracial individuals is referenced and critiqued. Utilizing a critical visual methodological framework to analyze visual timelines, this article offers insight into the contextually rich and dynamic processes comprising the multiracial experience. This article concludes with an informative discussion of how visual methods support key social work values, including commitment to clients and understanding the person-in-environment, and how participatory diagramming in particular can enhance culturally sensitive and responsible research and practice with multiracial individuals.

Multiracial families are becoming increasingly common in the United States, yet there is a dearth of research examining how parents of Multiracial youth provide support for navigating challenges associated with being mixed race in a monocentric society. The purpose of this study was to gain a deeper understanding of the parental support strategies that Multiracial emerging adults perceived to be helpful in their own development. Twenty Multiracial emerging adults (50% female, mean age = 20.55) with diverse Multiracial heritages were interviewed about conversations they had with their parents regarding their racial experiences throughout their childhood. Critical supplementary analysis using constructivist grounded theory identified three themes of parental support (i.e., connection support, discrimination support, and Multiracial identity expression support) and informed a conceptual model demonstrating relationships between environmental context, parent characteristics, family dynamics, risks, and identity development. Findings are discussed in terms of implications for researchers and practitioners serving Multiracial families.

Objective: A systematic evaluation of the effectiveness of culturally sensitive interventions (CSIs) with Native American youth was conducted. Method: Electronic bibliographic databases, Web sites, and manual searches were used to identify 11 outcome studies that examined CSI effectiveness with Native American youth. Results: This review found general improvement in the employment of rigorous evaluative methods in CSI research with Native American youth. Conclusion: Despite recent progress, CSI research remains in its infancy and more rigorous outcome studies are needed in order to determine if CSIs are more effective than standard treatments with Native American youth. Such research is necessary for professional competent practice with Native American youth and families.

Guided by an integrated framework of resilience, this in‐depth qualitative study examined the major stressors persons of multiethnic Mexican American heritage encountered in their social environments related to their mixed identity and the resilience enhancing processes they employed to cope with these stressors. Life‐story event narratives were transcribed and inductively coded using the constant comparative method. Collectively, the 24 multiethnic Mexican American participants endorsed external supports, interpersonal protective processes, and internal protective processes to navigate stressors associated with monoracism and interethnic discrimination. Findings generated from this study contribute new insight to our understanding of the dynamic interplay of culture and context in resilient processes among mixed heritage individuals. Policy and practice implications for mixed heritage clients and families are discussed.

Latinx faculty have an opportunity to influence a growing population of incoming Latinx students. As Chicana/Latina social work faculty, we seek to raise consciousness about our biculturalism and demonstrate how it could play a role in educating students. To that end, we highlight issues related to language. The meaning of language is complex, manifesting personally and politically. It is unclear how the relationship between identity and language intersect for individuals working in higher education. Thus, we draw on a theoretical model of bicultural competence and testimonios or first-person narratives to explore these issues in-depth, extrapolate meaning from experience, and report implications for research, teaching, and practice.