Educators’ Perspectives on Embracing Adei In Teaching & Assessing Research Competencies

Background

In addition to requiring students to demonstrate that they have engaged in practice-informed research and research-informed practice, CSWE 2022 EPAS mandates the inclusion of anti-racism, diversity, equity, and inclusion (ADEI) in competency-based education, encouraging programs to address systemic racism and its impact on research practices. Proficiency in research competencies that embrace ADEI perspectives among social work students enhances their ability to engage in cultural humility and evidence-based practice, contributing to improved outcomes for clients from diverse backgrounds. ADEI approaches to framing research questions may include not problematizing groups of people or populations or taking a strengths-based rather than a deficit-based approach, exploring data collection and analysis processes that more accurately capture the unique voice and experiences within populations. This framework also emphasizes the importance of decolonizing research by incorporating the voice of Indigenous and marginalized community in the research process. Students are invited to reflect on power imbalances between researchers and participants, particularly from underserved communities and include ways to disseminate research findings to marginalized groups that support equity, racial and social justice.

While there is existing literature on teaching research or assessing competence, there remains an overall knowledge gap regarding how social work educators teach and assess student’s research competency embracing ADEI considerations.

Method

This is a qualitative study that explored how social work educators embraced ADEI considerations in teaching and assessing research competencies. Data was based on fourteen social work educators who had taught research courses at master and undergraduate levels and participated in two focus groups that explored (1) lived experience of faculty embracing ADEI approaches and considerations in teaching and assessing research competencies, (2) teaching and assessment strategies, rubrics, indicators, and standards they use, (3) perceived challenges, and (4) innovative/effective practices and successes. The study used thematic analyses in the data analysis process. Open and axial coding were used to identify themes and characterize responses. One team member independently coded the transcripts of the focus groups and developed overall themes, which were then compared and discussed with the second coder for consensus. Rigor of the analysis process was ensured by audit trails and peer debriefing.

Findings

Several themes emerged from the focus group discussion that include 1) integration of ADEI principles in teaching, 2) effective teaching strategies including strategies for student engagement; 3) effective ways to incorporate ADEI assessment methods, 4) course texts and materials considerations; 5) course structure and placement considerations; 6) challenges in teaching and assessing research competency that include but are not limited to faculty preparation, and political environment at state level, and 7) EPAS alignment with school accreditation.

Significance and Implications

Increasing demand for accountability and evidence-informed practice with diverse client populations requires social work students to develop not only practice and theoretical knowledge but also competency in evidence-based research that embraces ADEI considerations. Intentional pedagogical preparation and the assessment of research competencies play a critical role in coordinated educational efforts to ensure relevance, excellence and high ethical standards in the teaching and assessment of research competency in social work education.