Waiting to exhale: The student experience in an urban Advanced Standing program.
Item
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Title
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Waiting to exhale: The student experience in an urban Advanced Standing program.
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Identifier
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AAI9969726
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identifier
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9969726
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Creator
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Rose, Lisa Hale.
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Contributor
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Adviser: Irwin Epstein
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Date
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2000
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Language
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English
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Publisher
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City University of New York.
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Subject
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Social Work | Education, Higher
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Abstract
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The concept of "Advanced Standing" in Graduate social work education, was developed in the early 1970's as an accelerated pathway for Baccalaureate Social Work Degree holders to attain a master's degree in less than the traditional two years. Accelerated programs exist in many universities. Nonetheless educators have disagreed over whether the practice promotes redundancy; if BSW students are ill-prepared for the 2nd year of graduate school, both academically and in the field and; if accelerated students have time enough to become adequately socialized into the profession. An advanced standing program was piloted in a large public urban university during the 1997--98 academic year, intended to promote access to undergraduates from the university, who are primarily African-American and Latino. This study explored the experience of the 15 Advanced Standing students as they progressed towards their degree. All of the students were women, and the majority were African-American and Latina. Through group and individual interviews with students, faculty, and field supervisors, a number of issues were illuminated. The students' tenure in graduate school was marked by a sense of urgency, with most students expressing feelings of stress along the way. The stress appeared to stem from a variety of origins, most significantly from the convergence of roles that included mother, spouse, provider, and accelerated graduate student, all 15 students performed at least adequately academically and in the field. All 15 obtained social work employment within four in of graduation, thus providing a new pathway to professionalism for inner-city students. While students appeared to coalesce into a group that provided much needed socio-emotional and instrumental support, students' relationships with faculty, field instructors, and students from the larger cohort were also explored and found to be meaningful to the graduate school experience. Significantly, graduate student members of the Latino Students Alliance and the Black Student Alliance were instrumental in facilitating integration with the 2nd year cohort for the Advanced Standing students. Finally, the concept of theory-practice synergy, that concomitantly occurred in the classroom and field, was explored as it relates to the continuum of social work education and professional socialization.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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D.S.W.
