Examining Relationships Among Student Empowerment, Sense of Community, and the Implicit Curriculum: A Multigroup Analysis of Race and Ethnicity

Sheila M. McMahon, N. Andrew Peterson, Antoinette Y. Farmer, Shari E. Miller

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

Schools of social work are now mandated to assess and address the effects of the implicit curriculum on students, who are from diverse backgrounds. Given this mandate, the purpose of this secondary data analysis was to differentiate the effects of the implicit curriculum on White, non-Hispanic students and students of color. In addition, the study sought to determine whether various aspects of sense of community mediated the relationship between the implicit curriculum and the outcome of students’ professional empowerment. Using a multigroup path analysis, results demonstrated that the implicit curriculum had a differential effect on White, non-Hispanic students and students of color. In addition, the results suggested that different aspects of sense of community mediated the relationship between the implicit curriculum and student professional empowerment for both groups. Implications for facilitating empowerment among social work students and strategies for enhancing the implicit curriculum are discussed.

Original languageEnglish (US)
Pages (from-to)68-90
Number of pages23
JournalJournal of Social Work Education
Volume56
Issue number1
DOIs
StatePublished - Jan 2 2020

All Science Journal Classification (ASJC) codes

  • Education
  • Social Sciences (miscellaneous)

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