902
Views
0
CrossRef citations to date
0
Altmetric
Pages 391-406 | Accepted 08 Mar 2022, Published online: 21 Nov 2022

References

  • Aldana, A., & Vasquez, N. (2019). From colour-blind racism to Critical Race Theory: The road towards antiracist social work in the United States. In G. Singh & S. Masocha (Eds.), Anti-racist social work: International perspectives (1st ed. 2020 edition) ed., pp. (129–148). Springer.
  • Anderson, K. F. (2013). Diagnosing discrimination: Stress from perceived racism and the mental and physical health effects*. Sociological Inquiry, 83(1), 55–81. https://doi.org/10.1111/j.1475-682X.2012.00433.x
  • Ashlee, A. A., Zamora, B., & Karikari, S. N. (2017). We are woke: A collaborative critical autoethnography of three “womxn” of color graduate students in higher education. International Journal of Multicultural Education, 19(1), 89–104. https://doi.org/10.18251/ijme.v19i1.1259
  • Bhattacharya, H. (2008). New critical collaborative ethnography. In S. N. Hesse-Biber & P. Leavy (Eds.), Handbook of emergent methods (pp. 303–324). Guilford Press.
  • Brown, S. L., Johnson, Z., & Miller, S. E. (2019). Racial microaggressions and Black social work students: A call to social work educators for proactive models informed by social justice. Social Work Education, 38(5), 618–630. https://doi.org/10.1080/02615479.2019.1594754
  • Brunsma, D. L., Embrick, D. G., & Shin, J. H. (2017). Graduate students of color: Race, racism, and mentoring in the white waters of academia. Sociology of Race and Ethnicity, 3(1), 1–13. https://doi.org/10.1177/2332649216681565
  • Bullough, R. V., & Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self-study research. Educational Researcher, 30(3), 13–21. https://doi.org/10.3102/0013189X030003013
  • Busse, S., Ehses, C., & Zech, R. (2000). Collective research in autobiography. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 1(2). https://doi.org/10.17169/fqs-1.2.1073
  • Cann, C. N., & DeMeulenaere, E. J. (2012). Critical co-constructed autoethnography. Cultural Studies ↔ Critical Methodologies, 12(2), 146–158. https://doi.org/10.1177/1532708611435214
  • Chang, H. (2016). Individual and collaborative autoethnography as method: A social scientist’s perspective. In S. H. Jones (Ed.), Handbook of autoethnography (pp. 107–122). Routledge.
  • Clark, C. R., Mercer, S. H., Zeigler-Hill, V., & Dufrene, B. A. (2012). Barriers to the success of ethnic minority students in school psychology graduate programs. School Psychology Review, 41(2), 176–192. https://doi.org/10.1080/02796015.2012.12087519
  • Council on Social Work Education. (2015). 2015 educational policy and accreditation standards for baccalaureate and master’s social work programs.
  • Council on Social Work Education. (2021a, February 2). Advancing antiracism in social work education. CSWE News. https://www.cswe.org/News/General-News-Archives/Advancing-Antiracism-in-Social-Work-Education
  • Council on Social Work Education. (2021b). 2022 educational policy and accreditation standards for baccalaureate and master’s social work programs (draft #1—Spring 2021).
  • Daniel, C. (2007). Outsiders-within: Critical race theory, graduate education and barriers to professionalization. Journal of Sociology and Social Welfare, 34(1), 25–42. https://heinonline.org/HOL/P?h=hein.journals/jrlsasw34&i=21
  • Delgado, R., & Stefancic, J. (2012). Critical race theory: An introduction (2nd ed.). NYU Press. http://www.jstor.org/stable/j.ctt9qg9h2
  • Ellis, C., & Bochner, A. (2000). Autoethnography, personal narrative, reflexivity: Researcher as subject. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 733–768). Sage.
  • Franklin, J. (2016). Racial microaggressions, racial battle fatigue, and racism-related stress in higher education. Journal of Student Affairs, XII, 44–55. https://static1.squarespace.com/static/50ccaa7ee4b00e9e60845daa/t/5768045be58c628d3598f632/1466434651823/Franklin.+J.+-+Racial+Microaggressions,+Racial+Battle+Fatigue,+and+Racism-Related+Stress+in+Higher+Education.pdf
  • Gant, V., Cheatham, L., Vito, H. D., Offei, E., Williams, G., & Yatosenge, N. (2019). Social work through collaborative autoethnography. Social Work Education, 38(6), 707–720. https://doi.org/10.1080/02615479.2019.1570109
  • Ghose, T., Ali, S., & Keo-Meier, B. (2018). Diversity in social work doctoral programs: Mapping the road ahead. Research on Social Work Practice, 28(3), 265–271. https://doi.org/10.1177/1049731517710725
  • Griffith, A. N., Hurd, N. M., & Hussain, S. B. (2019). “I didn’t come to school for this”: A qualitative examination of experiences with race-related stressors and coping responses among Black students attending a predominantly White institution. Journal of Adolescent Research, 34(2), 115–139. https://doi.org/10.1177/0743558417742983
  • Group for the Advancement of Doctoral Education in Social Work. (n.d.). Anti-racist pedagogy. Retrieved May 5, 2021, from http://www.gadephd.org/Resources/Anti-Racist-Pedagogy
  • Guiffrida, D. A., & Douthit, K. Z. (2010). The Black student experience at predominantly White colleges: Implications for school and college counselors. Journal of Counseling & Development, 88(3), 311–318. https://doi.org/10.1002/j.1556-6678.2010.tb00027.x
  • Harris, L., & Watson-Vandiver, M. J. (2020). Decolonizing race and gender intersectionality in education: A collaborative critical autoethnography of hope, healing and justice. Journal of Cultural Analysis and Social Change, 5(2). https://doi.org/10.20897/jcasc/9321
  • Haskins, N., Whitfield‐Williams, M., Shillingford, M. A., Singh, A., Moxley, R., & Ofauni, C. (2013). The experiences of Black master’s counseling students: A phenomenological inquiry. Counselor Education and Supervision, 52(3), 162–178. https://doi.org/10.1002/j.1556-6978.2013.00035.x
  • Hollingsworth, L., Patton, D., Allen, P., & Johnson, K. (2018). Racial microaggressions in social work education: Black students’ encounters in a predominantly White institution. Journal of Ethnic & Cultural Diversity in Social Work, 27(1), 1–11. https://doi.org/10.1080/15313204.2017.1417942
  • Howard, S. (2017). Black first-generation social work doctoral students. Journal of Teaching in Social Work, 37(5), 513–527. https://doi.org/10.1080/08841233.2017.1370431
  • Jani, J. S., Pierce, D., Ortiz, L., & Sowbel, L. (2011). Access to intersectionality, content to competence: Deconstructing social work education diversity standards. Journal of Social Work Education, 47(2), 283–301. https://doi.org/10.5175/JSWE.2011.200900118
  • Johnson-Bailey, J., Valentine, T., Cervero, R. M., & Bowles, T. A. (2009). Rooted in the soil: The social experiences of Black graduate students at a southern research university. The Journal of Higher Education, 80(2), 178–203. https://doi.org/10.1080/00221546.2009.11772138
  • Kiger, M. E., & Varpio, L. (2020). Thematic analysis of qualitative data: AMEE Guide No. 131. Medical Teacher, 42(8), 846–854. https://doi.org/10.1080/0142159X.2020.1755030
  • Lapadat, J. C. (2017). Ethics in autoethnography and collaborative autoethnography. Qualitative Inquiry, 23(8), 589–603. https://doi.org/10.1177/1077800417704462
  • Lilly, F. R. W., Owens, J., Bailey, T. C., Ramirez, A., Brown, W., Clawson, C., & Vidal, C. (2018). The influence of racial microaggressions and social rank on risk for depression among minority graduate and professional students. College Student Journal, 52(1), 86–104. https://www.ingentaconnect.com/contentone/prin/csj/2018/00000052/00000001/art00009
  • Mitropolitski, S. (2015). Interactive interview: A research note. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 16(1). https://doi.org/10.17169/fqs-16.1.1963
  • Nadal, K. L., Griffin, K. E., Wong, Y., Davidoff, K. C., & Davis, L. S. (2017). The injurious relationship between racial microaggressions and physical health: Implications for social work. Journal of Ethnic & Cultural Diversity in Social Work, 26(1–2), 6–17. https://doi.org/10.1080/15313204.2016.1263813
  • Nadal, K. L., Griffin, K. E., Wong, Y., Hamit, S., & Rasmus, M. (2014). The impact of racial microaggressions on mental health: Counseling implications for clients of color. Journal of Counseling & Development, 92(1), 57–66. https://doi.org/10.1002/j.1556-6676.2014.00130.x
  • Nadal, K. L., Wong, Y., Griffin, K. E., Davidoff, K., & Sriken, J. (2014). The adverse impact of racial microaggressions on college students’ self-esteem. Journal of College Student Development, 55(5), 461–474. https://doi.org/10.1353/csd.2014.0051
  • National Association of Social Workers. (2017). NASW code of ethics. https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English
  • National Association of Social Workers National Committee on Racial and Ethnic Diversity. (2020, June 10). Anti-racism now and forevermore. NASW News Releases. https://www.socialworkers.org
  • Ogunyemi, D., Clare, C., Astudillo, Y. M., Marseille, M., Manu, E., & Kim, S. (2020). Microaggressions in the learning environment: A systematic review. Journal of Diversity in Higher Education, 13(2), 97–119. https://doi.org/10.1037/dhe0000107
  • Rasheem, S., & Brunson, J. (2018). She persisted: The pursuit, persistence, & power of African American women in social work graduate programs at historically Black institutions (HBI). Social Work Education, 37(3), 378–395. https://doi.org/10.1080/02615479.2017.1401603
  • Roux, C. S. L. (2017). Exploring rigour in autoethnographic research. International Journal of Social Research Methodology, 20(2), 195–207. https://doi.org/10.1080/13645579.2016.1140965
  • Smith, W. A., Yosso, T. J., & Solorzano, D. G. (2006). Challenging racial battle fatigue on historically White campuses: A critical race examination of race-related stress. In C. A. Stanley (Ed.), Faculty of color: Teaching in predominantly White colleges and universities (1st ed., pp. 299–327). Jossey-Bass.
  • Soklaridis, S., de Bie, A., Cooper, R. B., McCullough, K., McGovern, B., Beder, M., Bellissimo, G., Gordon, T., Berkhout, S., Fefergrad, M., Johnson, A., Kalocsai, C., Kidd, S., McNaughton, N., Ringsted, C., Wiljer, D., & Agrawal, S. (2020). Co-producing psychiatric education with service user educators: A collective autobiographical case study of the meaning, ethics, and importance of payment. Academic Psychiatry, 44(2), 159–167. https://doi.org/10.1007/s40596-019-01160-5
  • University of Houston Graduate College of Social Work. (2020). Social work, White supremacy, and racial justice: Reckoning with our history, interrogating the present, and reimagining our future. GCSW Stories. https://www.uh.edu/socialwork/news/news-releases/2020-social-work-white-supremacy-and-racial-justice/index
  • Weng, S. S., & Gray, L. A. (2017). Advancement in social work education: Fostering a supportive environment for students of non-dominant racial and ethnic backgrounds. Social Work Education, 36(6), 662–677. https://doi.org/10.1080/02615479.2017.1335700

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.