PERCEIVED LEVELS OF CULTURAL COMPETENCE THROUGH SOCIAL WORK EDUCATION AND PROFESSIONAL DEVELOPMENT FOR URBAN SCHOOL SOCIAL WORKERS

Abstract

The purpose of this article is to report on findings from an exploratory study that examines the linkages among social work education programs, professional development, and school social workers' perceived level of cultural competence in urban public school systems that have a majority African American student enrollment. This study seeks to shed light on the need to engage in empirical investigations concerning cultural competence and school social work practice. Findings from this study highlight the need for both social work education programs and postgraduate professional development programs to monitor practitioners' preparation for culturally competent practice in urban public school systems.