Feminist theorists have exchanged an exclusively gendered analysis for an intersectional lens that accounts for the multiple marginalized locations occupied by individuals in a hierarchy. This article uses both intersectional and feminist standpoint theories to analyze the findings from a qualitative study of undocumented Mexican mothers’ strategies of attaining resources for their children in the current policy context. Standpoint theory foregrounds the voices of undocumented Mexican mothers, while intersectional analysis illuminates their multiple and interacting social locations. The findings that mothers accessed some needed resources but not others are analyzed to demonstrate the relevance of intersectional analysis to policy development and practice.

Changing demographics and an emphasis on competency-based social work education call for innovative approaches to the delivery of curricular content. In an effort to introduce BSW students to the socio-political issues facing the local Latino immigrant community, a service-learning project was developed in collaboration with the Spanish Language Department and a local middle school. An analysis of outcomes from social work student evaluations showed that students engaged with the community and issues in new and unexpected ways. Through their engagement in a cross-cultural group project, students developed greater cultural competency, honed their group practice skills in an unfamiliar context, provided a needed service to the community, and raised their awareness about the working conditions of new immigrants as part of a developing framework for social action. Details and implications of the project as a means to build student competencies are described.

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Given the rising cost of higher education, many students begin their academic career in community college. For social work students, this can be a more affordable path to a BSW degree and potential eligibility for advanced standing. This administrative note describes the impact of one state's program-to-program transfer articulation agreement on three social work programs that created a viable transfer pathway for students. Statewide agreements can facilitate a seamless transfer for economically vulnerable students, many of whom come from the communities they will eventually serve. They also present challenges for program autonomy and raise questions for accredited social work education. The authors conclude with recommendations for social work education to promote a more diverse student body and clearer pathways for students who transfer.

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