Purpose – Stigmatization of lesbian, gay, and bisexual (LGB) people at work is an enduring social problem, yet little is known about how those experiences differ. The purpose of this paper is to discuss the above issue. Design/methodology/approach – Using a framework of modified labeling, this conceptual paper addresses that gap by reviewing the literature on differences in LGB worker stigmatization by type of sexual orientation identity, outness, sex and gender identity, and education and social class. Findings – Findings in the literature were that LGB workers are labeled as outsiders, and treated differently in many workplaces. However, there are other distinctions, based upon type of sexual orientation identity (i.e. whether someone is lesbian, gay, or bisexual), sex and gender identity, outness at work, and education and social classes. Originality/value – Moreover, the paper proposes additional aspects of LGB worker stigmatization needing further empirical study.

Objective: Social worker-teacher classroom collaboration (SWTCC) is an innovative model of intervention for at-risk elementary school children in which a social worker and a teacher work together in the same classroom. The model was evaluated to determine whether or not the intervention improved attendance, classroom behavior, and grades. Method: SWTCC was implemented using social work interns in two classrooms in an urban elementary school in Albany, New York. The classrooms were chosen because they had high proportions of children displaying attendance, behavioral, and academic difficulties. The model was evaluated through a quasiexperimental design in which two classrooms receiving the intervention were compared with two similar classrooms that did not receive it. Results: A repeated measures ANOVA indicated that the intervention classrooms surpassed the comparisons classrooms in respect to attendance and a number of behavioral variables. There were no significant differences in grades. Social worker, teacher, pupil, and parent questionnaires revealed that the intervention was perceived positively. Conclusions: SWTCC shows sufficient promise to warrant further development and testing. It may be particularly suited for use in conjunction with social work field education. The use of social work students as collaborators may make the model feasible from a cost perspective. Moreover, SWTCC should provide students with a rich hands-on experience in collaborative work.Collaborative efforts between social workers and teachers are growing in importance in light of the move toward school-based and school-linked services for children and their families (Denham

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Despite the importance given to student field performance evaluations in social work education, little empirical evidence has supported their validity. In the study described in this article, field supervisors' ratings of student performance in the field were compared to an independent judge's content analyses of tape recordings of their performance. The results revealed significant correlations between the supervisors'and the judge's ratings, providing evidence for the validity of the supervisors' evaluations. It i s argued that the validity of the these evaluations may have been enhanced by the students' use o f a well-specified intervention model and of structured recording forms.