Gender Disproportionality among Social Workers: What are the Implications for Training? Susan Jacquet & Amy Benton CalSWEC With assistance from Cindy Parry.

Slides:



Advertisements
Similar presentations
Differences in Occupations & Earnings. How do occupations differ by race/ethnicity and gender? Let’s first look at men.
Advertisements

Tennessee Education Lottery Scholarship Program Annual Report Tennessee Higher Education Commission January 29, 2009.
Trends in Women’s Philanthropy Dr. Debra Mesch Director, Women’s Philanthropy Institute Center on Philanthropy at Indiana University Procura 15 th Anniversary.
Strengthening Diversity in the Mental Health Workforce: A Driver for System Change 7 th International Conference on Social Work Los Angeles June 24, 2013.
Chapter 9 The Gender Gap in Earnings: Explanations Part I Human Capital Theory  definition  investment Differences in Human Capital  education  experience.
An Experimental Study of Child Welfare Worker Turnover Nancy S. Dickinson, University of Maryland John S. Painter
How do Macon County Children Enter the Child Welfare System? Macon/Piatt Counties Indicated reports FY 2010 SourceNumber Percent of total Law enforcement14833%
Tenure Track Faculty Survey Spring  Population:241 ◦ Female: 79 ◦ Males: 162 ◦ Faculty of Color: 54  Sample:159 (66%) ◦ Females: 52 (66%) ◦ Males:
What does PIC stand for?. The Post-Secondary Schooling and Labor Market Experiences of Class of 2003 Boston Public High School Graduates at the Time of.
Chapter 12. Objectives Explain why diversity is a business issue Explain what happens to tokens in organizations. Explain the effects of increasing heterogeneity.
CENTER FOR SOCIAL SERVICES RESEARCH School of Social Welfare, UC Berkeley Child Welfare: Ethnic/Racial Disproportionality and Disparity Barbara Needell,
How do Coles County Children Enter the Child Welfare System? Clark...Shelby Counties Indicated reports FY 2010 SourceNumber Percent of total Law enforcement7136%
How do LaSalle County Children Enter the Child Welfare System? LaSalle County Indicated reports FY 2010 SourceNumber Percent of total Law enforcement20755%
How do McLean County Children Enter the Child Welfare System? McLean County Indicated reports FY 2010 SourceNumber Percent of total Law enforcement23350%
How do Peoria County Children Enter the Child Welfare System? Peoria County Indicated reports FY 2010 SourceNumber Percent of total Law enforcement19235%
How do Champaign County Children Enter the Child Welfare System? Champaign County Indicated reports FY 2010 SourceNumber Percent of total Law enforcement22548%
CENTER FOR SOCIAL SERVICES RESEARCH School of Social Welfare, UC Berkeley Child Welfare in California: Ethnic/Racial Disproportionality and Disparity Barbara.
1 Transitions to Adulthood: Comparing TANF and Foster care Youth Pamela C. Ovwigho, PhD Valerie Head, MPP Catherine E. Born, PhD Paper presented at the.
The Relationship Between Foster Parent Training and Outcomes for Looked After Children in Canada Jordanna J. Nash & Robert J. Flynn School of Psychology.
The Gender Gap in Educational Attainment: Variation by Age, Race, Ethnicity, and Nativity in the United States Sarah R. Crissey, U.S. Census Bureau Nicole.
Proposed Conceptual Model to Guide Workforce Development Efforts in Child Welfare Feb 2014.
TRUE or FALSE 1. The labor force participation rate of women has risen from 37.6% in 1960 to 60.6% in The hourly earnings of full-time working.
Celeste M. Schwartz, Ph.D. Montgomery County Community College Blue Bell, Pennsylvania
Measuring population development from social cohesion perspective by women and men according to the Census data Urve Kask Statistics Estonia.
CSWE Child Welfare Symposium Child Welfare Workforce Retention Research in New York State New York State Social Work Education Consortium.
AB 636 Mental Health/CWS Partnership Sacramento, CA 3/17/06 Barbara Needell, MSW, PhD Center for Social Services Research University of California at Berkeley.
Gender Statistics & Human Rights Reporting Regional Workshop 4-8, 2014 Tonga 1.
Patient Empowerment Impacts Medication Adherence among HIV-Positive Patients in the Veteran’s Health Administration Tan Pham 1,2,3, Kristin Mattocks 1,2,
Proposed Conceptual Model to Guide Workforce Development Efforts in Child Welfare Feb 2014.
CENTER FOR SOCIAL SERVICES RESEARCH School of Social Welfare, UC Berkeley Child Welfare: Ethnic/Racial Disproportionality and Disparity Barbara Needell,
Credentials Awarded AHECB Meeting of April 25, 2013.
Annual Median Gross Pay Coventry working age residents by protected characteristics Data source: Annual Survey of Hours and Earnings and Annual Population.
CENTER FOR SOCIAL SERVICES RESEARCH School of Social Welfare, UC Berkeley Predictors of Child Welfare Contact Between Birth and Age Five: An Examination.
Sangamon County Action Team Sara Sanders Christy Cunningham Chrissy Gosteli.
Sex Differences in Work-Family Ideology: Implications for the Opt-Out Debate Results “My mother’s always told me you can’t be the best career woman and.
Do Personal Resources Reduce Job Exit and Burnout in Child Welfare Social Workers? Sherrill J. Clark, Ph.D Richard Smith, MFA, MSW SSWR 2009 New Orleans,
CalSWEC Data Sets. 2 Since its inception in 1990, CalSWEC has collected data on:  The career interests of MSW students in California  The retention.
Adding in Race, Culture and Ethnicity (Powell 17-36)
Acute and Chronic Disability Among US Farmers and Pesticide Applicators: The National Health Interview Survey O Gómez-Marín, D Zheng, W LeBlanc, D Lee,
SUMMARY PROJECT OUTLINE (SPROUT) ITC-ILO/ACTRAV Training Course A : Trade Union Training on ILS & the ILO Declaration on Fundamental Principles &
Retention and Advancement for Mid Career Faculty K.D. JoshiKelly Ward Associate Professor of Interim Chair and Information Systems Professor, Education.
Differences between Genders And Age groups. Hypothesis: Male students believe they perform better in traditional classes over online classes while female.
Parent Beliefs Regarding Acceptability of Recruitment Methods in Pediatric Research Susan T. Heinze, M.S., Amy J. Majewski, B.A., Elaine C. Bennaton, B.A.,
Addiction Treatment Workforce Characteristics for California, Arizona, & New Mexico: Implications for Workforce Development NAADAC/CAADAC/NALGAP National.
Impact of Societal Issues on You and Your Career Written by Randall Brown.
Training Evaluation TAB Mtg Update: 3/21/14. Big Picture Training Evaluation Framework (in process; categories: Internal staff, relationships with agencies,
Secondary Analysis of Child Welfare In-Service Training Data Comparing Title IV-E and non-Title IV-E Graduates 1.
Texas COSIG Project Gender Differences in Substance Use Severity and Psychopathology in Clients with Co-Occurring Disorders 5 th Annual COSIG Grantee Meeting.
Effects of IV-E Education on MSW Student’s Attitudes and Professional Commitment Susan Jacquet & Fangfang Yao California Social Work Education Center UC.
Diversity Awareness Training Sanchez & Medkik Hypothesis Nature of quasi-experimental design Measures used & their validity Tests of Hypotheses Alternative.
Developing a Model of Trainer Evaluation Leslie W. Zeitler, LCSW May 2010: 13 th Annual National Human Services Training Evaluation Symposium “Problem/Brainstorm.
 Background on CalSWEC and data sources  Review of Key Findings from analysis of CalSWEC data on the child welfare workforce: ◦ Latino/a ethnicity ◦
2012 National Human Services Training Evaluation Symposium: 2012 National Human Services Training Evaluation Symposium: An Investigation of Stereotype.
February,  2002 – CalSWEC, RTAs/IUC began development of CC training  Part of an overall strategic plan for child welfare training evaluation.
Seminar 3 Instructor: Bina Roginsky, Psy.D Social Relationships in Childhood.
ALL DATA GATHERED OVER MXIT SOCIAL NETWORK
Chapter 11 Inequalities of Age. Chapter Outline Using the Sociological Imagination Aging and Stratification The Graying of America Theoretical Perspectives.
Recidivism Rates for DCJ Offenders Exiting Residential Treatment June 2007 Kim Pascual Research & Evaluation.
 Identification of Child Maltreatment: Public Child Welfare Worker Training Evaluation Outcomes Chris Lee, M.S.W. Maria Hernandez, M.S.W. California Social.
Symposium CLIENT –PROVIDER RELATIONSHIP AS AN ACTIVE INGREDIENT IN DELIVERY OF SOCIAL SERVICES Organizer: Jeanne C. Marsh, PhD, MSW University of Chicago.
Health of Wisconsin: Report Card 2016
Abby Owens Sarah Peek Rachael Robinson Joseph Rogers
Women in Transit Leadership
Theoretical Background
The Care Leaver Progression Partnership Kent & Medway
Theoretical Background
Theoretical Background
Figures adapted from the TIEDI Analytical Report #16: Labour market outcomes of immigrants by educational attainment, gender and age Report available.
Rīga Stradiņš University, Liepāja branch
CHAPTER 10 Leadership.
Presentation transcript:

Gender Disproportionality among Social Workers: What are the Implications for Training? Susan Jacquet & Amy Benton CalSWEC With assistance from Cindy Parry Presented May 21, 2009 at the 12 th Annual National Human Services Training Evaluation Symposium, Berkeley, CA.

Gender Proportions by Race/Ethnicity of: Kids in Care, New MSW hires, New Supervisors

Retention Percentages of IV-E MSWs By Gender and Race

MSW Student Practice Preference Means by Gender N = 6056 (Female n = 5064, Male n = 992)

MSW Student Career Aspiration Means by Gender N = 6056 (Female n = 5064, Male n = 992)

Knowledge Pre & Post Test Mean Scores by Gender ** p <.01, ** p <.001

Kolb’s Model of Experiential Learning With Gender Tendencies

Gendered Learning/Teaching Characteristics WomenMen IntuitionRationalism Personal KnowledgeObjectivity ConnectednessIndividuation ContextualismConceptualization InductiveDeductive Mutual understandingImpartiality Responsibility & CareFairness Concrete ExamplesAbstraction RapportReport

Incongruous Findings On use of evidence, three studies indicated that males scored higher. Two studies showed no difference. Generally lower scores for women on the Abstract Conceptualization scale, however younger women were more abstract than younger men. (Age effect or cohort effect?)

Questions for Discussion How would we describe child welfare training curricula? Is it by nature more concrete than abstract?

Questions for Discussion (cont’d) We provided data on gender differences in training evaluation. Have other evaluators noticed similar or different results?

Questions for Discussion (cont’d) What do we think leads to these differences in training outcomes? Could there be affective reactions to gender of group majority and trainer that influence outcomes along with learning style preferences?

Questions for Discussion (cont’d) What should we (as training evaluators) look at next? What would we like to understand better in regards to gender and training?

Any other thoughts? Questions for Discussion (cont’d)

Contact Information Susan Jacquet – Amy Benton – Cindy Parry -