American Indians in social work education: Addressing issues of recruitment, retention and inclusion.

摘要

American Indians endure significant disparities in related to poverty, health, education and family preservation. Social work has not managed to fully address these disparities as part of its commitment to social justice (Baskin, 2006). We have also failed to recruit and retain larger numbers of American Indians into the field (Fire, 2006; Cross et al., 2009). Creating an inclusive space for American Indian individuals, epistemologies and values in social work will start with inclusion of American Indians in the social work profession. To promote this inclusion, we need to know what factors facilitate and inhibit American Indian students from entering and completing social work programs. Further, we need to understand the experience of American Indian faculty to ensure successful recruitment and retention of such faculty in our programs and to address any exclusionary practices.;The study used qualitative methods to look in depth at the experiences and viewpoints of American Indian faculty in social work academia to create a more holistic, representative picture of the field. The study examined the narrative histories of these faculty members as they earned their higher degrees, attained employment and engaged in their past and current work in the academy. Special attention was given to how culture played a role in these experiences. Further, this included exploration of the barriers and facilitators for (1) degree completion, (2) integration into the academy and (3) attaining professional success.;Narrative methods were used to examine the experiences of faculty within their specific academic and personal contexts and across cases to determine patterns and potential points of intervention. Results indicate structural, cultural, interpersonal barriers participants had to overcome in obtaining their degrees and navigating their faculty positions. Often, these stemmed from university structures not oriented to the cultural needs of American Indian faculty and students. Conversely, several facilitators also emerged promoting degree completion and success in academic settings including mentoring, inclusion of American Indian content and programs working to "grow their own" future American Indian faculty members. These findings will guide the profession in both American Indian student and faculty recruitment and retention in the future.