ABSTRACT

Field instructors are critical to enacting social work’s signature pedagogy as they are tasked with providing agency-based learning opportunities and supervision for students. It has been well-documented that field supervisors are instrumental in students’ learning and that the supervisory relationship is central to success in field education. However, there is a dearth of research regarding issues of identity, difference, race, and/or racism in these relationships, particularly from the perspective of field instructors of color. To date, we found no published literature that focuses specifically on the experiences and perspectives of Black, Indigenous, or People of Color (BIPOC) social work field instructors. The qualitative study presented here draws upon interviews and focus groups with BIPOC field instructors to better understand how race influences their role and work with students in field settings. Key findings include: 1) race and racialized experiences are primary motivations for becoming a field instructor, 2) BIPOC field instructors integrate issues of race and racism into supervision and work with students in multiple ways, and 3) BIPOC field instructors have differential experiences when supervising White students versus students of color. Recommendations for supporting racialized field instructors in their roles and future research are discussed.

摘要

现场指导员对于实施社会工作的标志性教学法至关重要，因为他们的任务是为学生提供基于机构的学习机会和监督。有据可查的是，现场督导在学生的学习中发挥了重要作用，督导关系是实地教育成功的核心。然而，缺乏关于这些关系中的身份、差异、种族和/或种族主义问题的研究，特别是从有色人种实地指导员的角度来看。迄今为止，我们没有发现专门关注黑人、土著或有色人种 (BIPOC) 社会工作领域指导员的经验和观点的已发表文献。此处介绍的定性研究借鉴了与 BIPOC 现场指导员的访谈和焦点小组，以更好地了解种族如何影响他们的角色以及在现场设置中与学生的合作。主要发现包括：1) 种族和种族化经历是成为现场指导员的主要动机，2) BIPOC 现场指导员将种族和种族主义问题纳入监督并以多种方式与学生一起工作，以及 3) BIPOC 现场指导员在以下方面有不同的经验监督白人学生与有色人种学生。讨论了支持种族化实地教师发挥作用和未来研究的建议。2) BIPOC 现场指导员将种族和种族主义问题纳入监督并以多种方式与学生合作，以及 3) BIPOC 现场指导员在监督白人学生和有色人种学生时有不同的经验。讨论了支持种族化实地教师发挥作用和未来研究的建议。2) BIPOC 现场指导员将种族和种族主义问题纳入监督并以多种方式与学生合作，以及 3) BIPOC 现场指导员在监督白人学生和有色人种学生时有不同的经验。讨论了支持种族化实地教师发挥作用和未来研究的建议。