Perceived Levels of Cultural Competence for School Social Workers: A Follow-Up Study

Abstract

The purpose of this article is to report on findings from a follow-up study that examined the relationship among social work education programs, postgraduate professional development, and school social workers’ perceived levels of cultural competence in practice with urban minority youth. The initial study demonstrated that African Americans perceived a higher level of cultural competence than their Anglo American counterparts did. Findings highlight the need to understand the processes by which practitioners become culturally competent for urban school social work practice. Underscoring the importance of professional development, the authors determined that geographic location of practice may serve as a factor that influences how practitioners anticipate the need for culturally competent practice with diverse populations. Implications for practice and future research are discussed.

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Notes on contributors

Martell L. Teasley

Martell L. Teasley is professor and chair at the University of Texas at San Antonio. Adrian Archuleta is associate professor and chair at the University of Louisville. Christina Miller is assistant professor at the University of Oklahoma, Tulsa.

Adrian Archuleta

Martell L. Teasley is professor and chair at the University of Texas at San Antonio. Adrian Archuleta is associate professor and chair at the University of Louisville. Christina Miller is assistant professor at the University of Oklahoma, Tulsa.

Christina Miller

Martell L. Teasley is professor and chair at the University of Texas at San Antonio. Adrian Archuleta is associate professor and chair at the University of Louisville. Christina Miller is assistant professor at the University of Oklahoma, Tulsa.