The Experiences of Indigenous Students on Placement: A Scoping Review

Pallas, Phillip; Roberts, Rhyann; Webb, Gwendalyn; Walters, Joanne; Agllias, Kylie

doi:10.1080/0312407x.2021.2014540

Cited by 3 publications

(3 citation statements)

References 21 publications

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“…Black female students with learning disabilities were at higher risk of incompletion compounded by inadequate supports from their educational institutions (Liu, 2017). Research has also provided evidence of the additional challenges posed by Indigenous social work students (Pallas et al, 2022;Zuchowski et al, 2013). In a small Australian study with 11 Aboriginal and Torres Strait Islander social workers and social work students, Zuchowski et al (2013) found that the racism endured by Indigenous people during their social work education reflected their broader life experiences.…”

Section: Original Articlementioning

confidence: 99%

“…Indigenous students and students of a minority ethnic or cultural background need culturally safe education and placements (Curtis et al, 2012;Pallas et al, 2022;Zuchowski et al, 2013). Curtis et al (2012) (Holloway et al, 2019).…”

Section: Action On Student Hardshipmentioning

confidence: 99%

“…The literature often fails to address how economic inequalities intersect with ethnic/cultural dimensions within the demands of social work study. The recent review byPallas et al (2022) has highlighted the needs of Indigenous students and suggested more support is needed to ensure accessible and appropriate field education experiences but did not explore economic factors. Similarly, a deeper examination of how recent migrants and resettled students experience demands was not identified.…”

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confidence: 99%

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Social work student hardship

Cox

Beddoe

Ide

2022

ANZSWJ

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INTRODUCTION: Student hardship in social work has become the subject of research in recent years. Social work students face particular challenges because of the financial, social and emotional demands of long, unpaid, clinical placements. APPROACH: This article reports on a literature review conducted prior to a mixed-methods study commenced in 2019. This review informed the development of a survey of social work students and recent graduates and a set of qualitative interviews that will be reported elsewhere. A further review was conducted in July 2021 to inform the analysis. FINDINGS: A recurring theme throughout much of the reviewed social work literature examined for this project has been the intensity of struggle that students face in their study. Across the reviewed literature, students, educators, and researchers suggest interventions to reduce hardship. Gaps remain in our understanding of the intersectional factors of ethnicity, gender and disability and, in particular, the impact on Aotearoa New Zealand students.

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Section: Original Articlementioning

confidence: 99%

Section: Action On Student Hardshipmentioning

confidence: 99%

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confidence: 99%

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Social work student hardship

Cox

Beddoe

Ide

2022

ANZSWJ

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Indigenous Ideas Benefit Collaborative Research Partnerships

Bennett

Gillieatt

2022

Australian Social Work

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Re-Envisioning Field Education in Australian Social Work to Combat Placement Poverty: Students’, Educators’ and Practitioners’ Perceptions

Morley,

Ryan,

Hodge

et al. 2023

The British Journal of Social Work

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In Australia, pressure is mounting from multiple stakeholders for a full review of the national social work education standards for field education as evidence grows about compulsory, unpaid placements exacerbating student poverty and the related adverse consequences for students’ learning and well-being. This article reports on the findings of an Australian nation-wide qualitative and quantitative survey that explored social work students’, educators’ and practitioners’ perceptions of proposed strategies to address the challenges identified with existing field education requirements. Descriptive statistics were calculated using Excel. Qualitative data were coded for thematic analysis. The main finding of the survey involving 1,191 participants was a call for a reimagined model of field education with flexibility in all aspects of how future placements are conceptualised, structured and delivered. The findings provide important and previously unavailable empirical evidence about field education strategies to inform and support the reimagining of existing Australian Social Work Education and Accreditation Standards. Recommendations for change, which have implications for both the Australian Association of Social Workers and the Australian Government, are discussed in the context of international standards for social work education and the social justice goals of the profession.

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The Experiences of Indigenous Students on Placement: A Scoping Review

Cited by 3 publications

References 21 publications

Social work student hardship

Social work student hardship

Indigenous Ideas Benefit Collaborative Research Partnerships

Re-Envisioning Field Education in Australian Social Work to Combat Placement Poverty: Students’, Educators’ and Practitioners’ Perceptions

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