Spanish Language Self-Efficacy Beliefs Among Spanish-Speaking Social Workers: Implications for Social Work Education

Arriaza, Pablo

doi:10.1080/10437797.2015.1043204

Cited by 9 publications

(1 citation statement)

References 12 publications

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“…However, bilingual professionals are often expected to serve as interpreters regardless of language competency or training. In a quantitative study examining selfefficacy related to Spanish language skills, Arriaza (2015) found that out of 319 participants, 46.1% perceived their Spanish language skills as inadequate when providing social work services. Only 37.3% of participants perceived their Spanish language skills as adequate when delivering social work services.…”

Section: Literature Reviewmentioning

confidence: 99%

Bilingual Court Professionals’ Perceptions of Their Language Skills

Logan

Negroni

2022

ASW

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Bilingual professionals are considered an asset in the workplace. However, bilingual professionals at times perceive their language skills as a liability. This paper examined bilingual professionals’ perceptions of their language skills and the factors that influence their views. Focus groups were used to capture the perspectives of 15 bilingual professionals who speak English and Spanish and work in a court system in the eastern region of the United States. Findings reveal challenges rooted in discrimination that convert bilingual professionals’ perceptions of their language skills from an asset to a liability. Participants highlight unfair practices affecting Limited English Proficiency (LEP) clients. These practices force bilingual professionals to become protectors and gatekeepers to prevent adverse outcomes and provide access to services in the court and across social service systems. Ultimately, bilingual professionals’ perceptions of their language skills depended on how others used their language skills in the workplace. To support bilingual professionals and provide quality services to LEP clients, social work administrators must evaluate structural supports and provide training specific to the cultural aspect of language for all employees.

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Section: Literature Reviewmentioning

confidence: 99%

Bilingual Court Professionals’ Perceptions of Their Language Skills

Logan

Negroni

2022

ASW

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The experiences of culturally and linguistically diverse health practitioners in dominant culture practice: a scoping review

Harris,

Lau-Bogaardt,

Shifaza

et al. 2024

Adv in Health Sci Educ

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Increasing the proportion of culturally and linguistically diverse (CALD) health practitioners is identified as one strategy to address healthcare disparities that individuals from minority or under-represented backgrounds experience. However, professional and institutional cultures and structures are known to contribute to the challenges for CALD practitioners who work in dominant culture practice contexts. This scoping review used the theory of Legitimate Peripheral Participation to describe and interpret literature about the experiences of CALD health practitioners in view of informing strategies to increase their representation. A systematised search was conducted across four allied health, medicine and nursing databases. Following abstract and full text screening, articles which fit the inclusion criteria (n = 124) proceeded to data extraction. Categories relating to the experiences of practitioners were extracted, and three themes were identified that were subsequently theoretically interpreted: Discrimination, Consequences and Hierarchy. Discrimination functioned as a barrier to CALD practitioners being legitimised and able to participate equally in healthcare practice, retaining their position at the periphery of the practice community; Consequences reinforced this peripheral position and further impeded legitimation and participation; and Hierarchy was maintained through structures that reinforced and reproduced these barriers. The findings summarise how these barriers are reinforced through the intersections of professional and racial hierarchies, and highlight a need for strategies to address discrimination and structures that marginalise CALD practitioners’ identity, practices and participation in their health professional communities.

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