A Longitudinal Study of the Talent Search Program

This longitudinal study examined the impact of participation in the federally funded Talent Search program at The University of Tennessee, Knoxville. The Talent Search program provides career exploration and counseling services to low-income students with the potential to be first-generation college graduates. Postsecondary education enrollment rates of 758 Talent Search participants were compared with enrollment rates of a control group of 450 individuals who were eligible for Talent Search services but did not participate. Chi-square analysis revealed that Talent Search participants were significantly more likely to enroll in postsecondary education than were members of the control group (p < .001). These results have implications for career development services provided to low-income, potential first-generation college graduates.     

Creating Futures: lessons from the development of a livelihood-strengthening curriculum for young people in eThekwini's informal settlements

Comprehending praxis is a critical step in developing interventions that can have a real-world impact on people's lives. In this paper, we reflect on the lessons learned in the development of a curriculum for young people living in informal settlements in eThekwini, who are exposed to numerous vulnerabilities, including HIV-related risks associated with precarious urban livelihoods. Behavioural interventions have not led to commensurate reductions in HIV incidence, and the impact of these approaches remains regulated by numerous contextual conditions affecting those participating. Our collaborative project tested the impact of implementing a combination of the well-tested gender transformation intervention, Stepping Stones, with a new livelihood transformation curriculum, Creating Futures, among young people in eThekwini's informal settlements. Creating Futures was grounded in the theory and practice of sustainable livelihoods, but equally in the experience of the multi-disciplinary project team members who have conducted both research and development work among youth in the eThekwini area. Our approach was founded on the work of Doug Kirby, and we are indebted to him for his inputs. His logical model approach ensured that the team remained orientated to specific curriculum outcomes. Analysis of the results at 12 months post-baseline indicates positive livelihood outcomes.     

Queering the Social Work Classroom: Strategies for Increasing the Inclusion of LGBTQ Persons and Experiences

ABSTRACT

The inclusion of lesbian, gay, bisexual, transgender, and queer (LGBTQ) perspectives and experiences in the social work classroom is necessary to adequately include LGBTQ students and prepare graduates to practice effectively. Drawing from queer theory as a theoretical framework and the authors’ experiences in practice and teaching/learning spaces with LGBTQ youth, this article offers practical strategies for creating classrooms inclusive of LGBTQ persons. Queering the classroom builds skills in students beyond practice with LGBTQ people and communities, thereby enhancing their capacity to engage diversity in practice more generally and to advance human rights and social justice.