Critical Experiential Learning in the Native American Community for Title IV-E Students: A Pilot Evaluation

Abstract

This article describes the development, implementation of, and outcomes associated with a specialized seminar designed to increase contextual and historical knowledge necessary for work with Native American families in the child welfare system and to increase students' personal and professional growth in this capacity. Findings from a 2-year pilot evaluation revealed that students' knowledge significantly increased over time compared with that of their non-participating peers. Seminar participation also led to personal and professional growth. Findings suggest that critical experiential learning significantly enhances traditional pedagogy for graduate social workers preparing to work in child welfare, a field plagued with disparity.

Keywords::

• Child welfare
• disparity
• critical education
• experiential learning
• Native American

Notes

^1. We would like to express our deepest appreciation to those individuals who met with us and contributed to the development of this curriculum. Your knowledge, advice, and stories were invaluable. We are honored that you shared your time and energy with us. Thank you to Rose Robinson, Sandy White Hawk, Esie Leoso, Doreen Day, Waziyatawin, Ramona Kitto-Stately, Yvonne Barrett, Deb Foster, Sunshine Day, Angela Gaultier, Tami Johnson, Jerry Dearly, Donna Council, Jim Rock, and anyone we may have neglected to mention by name.

Additional information

Notes on contributors

Katie Johnston-Goodstar

Katie Johnston-Goodstar is an Assistant Professor of Social Work at the University of Minnesota.

Kristine Piescher

Kristine Piescher the Director of Research and Evaluation at the Center for Advanced Studies in Child Welfare.

Traci LaLiberte

Traci LaLiberte is the Executive Director of the Center for Advanced Studies in Child Welfare.