The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Racial microaggressions in social work education: Black students’ encounters in a predominantly White institution
Abstract
Research findings have substantiated encounters with racial microaggressions by Black students in predominantly White institutions. Yet no studies focus on students in social work programs. This is important since racial microaggressions can affect students’ academic, social, and emotional experiences, as well as career preparation of counseling students. In this study we examined encounters reported by 10 Black Master of Social Work students. We present an in-depth case example as support for the emergence of a Racial Microaggressions Interaction Framework, demonstrating how students define racial microaggressions and the socioemotional continuum along which they proceed following encounters. Implications are discussed for teaching from a culturally relevant competence perspective.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“in a study that examined the experiences of 10 Black Master of Social Work (MSW) students using focus groups, Hollingsworth et al. (2018) found that the students experienced racial microaggressions from White peers, as well as a lack of support from White faculty when faced with microaggressions from others.”
From Reframing the impostor phenomenon for Black college students (2024) · cites this paper as Hollingsworth et al. (2018)
In the citing paper
“Some researchers observed that Black students experiencing racial microaggressions were tasked with dealing with the effects of racially oppressive encounters, correcting those perpetuating them, while also navigating the negative impacts of these racial microaggressions on their well-being (Hollingsworth et al., 2018).”
From Black Students’ Experiences of Anti-Black Racism on Campus (2025) · cites this paper as Hollingsworth et al., 2018
Citations
Cites
Grounded theory research: Procedures, canons, and evaluative criteria
Corbin, J. M., & Strauss, A. (1990) · Qualitative Sociology · doi:10.1007/bf00988593 · Cited by 11,133
Research works printed but not linked: 20
- 10.1037/a0025457 · DOI
- 10.1037/0022-0167.54.2.142 · DOI · Paper page
- Corbin J., 2008, Basics of qualitative research
- Hollingsworth L. D., 2016, Journal of Human Behavior in the Social Work Environment
- Krueger R. A., 1988, Focus groups: A practical guide for applied research
- Miller S., 1975, Alive & Aware
- Miller S., 1991, Talking and listening together
- Morales E. M., 2014, Race, Gender, and Class, 21, 48
- 10.1353/csd.2014.0051 · DOI
- Pierce C., 1970, The Black seventies
- 10.1093/acrefore/9780199975839.013.1009 · DOI
- 10.1177/0002764207307742 · DOI · Paper page
- Solorzano D., 2000, The Journal of Negro Education, 69, 60
- 10.1037/0735-7028.39.3.329 · DOI
- 10.1037/0003-066X.63.4.277 · DOI
- 10.1037/0003-066X.62.4.271 · DOI · Paper page
- 10.1037/a0014191 · DOI
- 10.1002/j.1556-6678.2008.tb00517.x · DOI · Paper page
- 10.1521/jscp.2010.29.10.1074 · DOI
- 10.1007/s12552-013-9107-9 · DOI
Cited by
Sorted by citations
Reframing the impostor phenomenon for Black college students
Connaught, G. (2024) · Journal of Perspectives in Applied Academic Practice · doi:10.56433/pv5se246 · Cited by 2
“For instance, in a study that examined the experiences of 10 Black Master of Social Work (MSW) students using focus groups, Hollingsworth et al. (2018) found that the students experienced racial microaggressions from White peers, as well as a lack of support from White faculty when faced with…”
Metadata
- Authors
- Hollingsworth, L. D., Patton, D. U., Allen, P. C., & Johnson, K. E.
- Affiliations
- University of Michigan (US)
- Corresponding author
- Hollingsworth, Leslie D.
- Venue
- Journal of Ethnic & Cultural Diversity in Social Work
- Publisher
- Informa UK Limited
- Published
- 2018-01-02
- Volume
- 27
- Issue
- 1
- Pages
- 95-105
- ISSN
- 1531-3204 (ISSN-L)
- 1531-3212
- OpenAlex
- W2781594441
- Cited by
- 40
- References
- 1
- Citations by year
- 2026: 3 · 2025: 2 · 2024: 5 · 2023: 4 · 2022: 12 · 2021: 8 · 2020: 3 · 2019: 3
- FWCI
- 7.96
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Ethnic & Cultural Diversity in Social Work (publishedVersion)
- Funders
- Office of the Provost and Executive Vice President for Academic Affairs (TLTC Quick Wins Proposal QW#78)
- Topics
- Social Sciences › Sociology and Political Science › Racial and Ethnic Identity Research
- Social Sciences › Psychology › Clinical Psychology › Counseling Practices and Supervision
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Keywords
- racial microaggressions, social work education, Black students, predominantly white institutions, master of social work students, counseling students
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
