Teaching Note—Strategies for Enhancing Writing Among First-Generation Social Work Students: Reflections on the Use of Peer Writing Mentors

ABSTRACT

Social workers engage in various types of writing in the educational setting and in diverse practice settings at the micro, mezzo, and macro levels. What they write and how they write has a major impact on people’s lives. This teaching note highlights the importance of individualized writing support through a project that used peer writing mentors. Written from the perspectives of the instructor and two peer-writing mentors, we share our process and the ways we incorporated peer writing assistance and support to primarily first-generation bachelor of social work students over the course of 2 years. We address ethical tensions and the lessons learned along the way. In the evaluation of our work, we found that peer writing mentors have an important role in helping social work students, particularly from underrepresented groups, to develop academic literacies and promote a sense of community, solidarity, and support through relationship building. We conclude with pedagogical implications for teaching in social work.

Additional information

Notes on contributors

Moshoula Capous-Desyllas

Moshoula Capous-Desyllas, PhD, MSW, is an associate professor at California State University, Northridge. Nicole F. Bromfield is an associate professor at the University of Houston. Alexander Nava, MSW, works for the Department of Child and Family Services. Breanna Barnes, MSW, graduated from the MSW program at California State University, Northridge.