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Purpose: This study explored the scholarship experiences of top-ranked African American faculty in schools of social work. Method: Qualitative interviews were conducted with N = 10 top-ranked African American faculty identified as achieving considerable productivity and impact of scholarship. Findings: Four major themes were identified, each of which had 2–3 subcategories. These included (1) mentorship, (2) collaboration, (3) time, and (4) strategic planning. The data revealed that of these identified themes, mentorship was the most prominent, and collaboration, although important, was the least. Implications: The noted experiences and strategies highlighted in this study could be of great utility for those seeking to enhance their scholarly productivity and impact, particularly for (a) junior faculty, (b) African American faculty, and (c) doctoral student researchers and candidates. [ABSTRACT FROM AUTHOR]

Purpose:This article examines the publication productivity of the (N= 14) top-ranked U.S. Black/African American scholars in theU.S. News and World ReportSchools of Social Work, as identified by Huggins-Hoyt, Holosko, Briggs, and Barner (2015).Method:Publication information for each participant were taken from the Publish or Perish software site with an “author impact” search criteria that examined their lifetime publication history.Results:Results suggested that these authors: (a) published collaboratively, (b) published highly on issues pertaining to Black/African American inequality, and (c) published in journals with both high-impact scores and high-impact readership.Findings:Despite the low numbers of Black/African American scholars serving as full professors in U.S. colleges and universities, the techniques they used to circumvent systematic and structural academic barriers provide helpful tips that younger Black/African American scholars could employ when writing and publishing their research findings. However, additional research is needed to further unearth differences, and/or expectations, based on numerous variables, which includes but not limited to: (a) academic rank, (b) funded research, (c) promotion and tenure expectations, and (d) advancement of more Black/African American academic scholarship. [ABSTRACT FROM PUBLISHER]

Purpose: We assessed citation impact scholarship of women in the top 25-ranked schools of social work in the United States. Method: We used a mixed methodology. Part 1 was a secondary data analysis of the top-25 U.S. News and World Report ranked schools from 2012 using the Hirsch h-index over a 10-year period. Qualitative interviews were conducted with graduates from top-ranked schools. We then examined the faculty websites. Results: The mean h-score was 18.64. The majority of these women were employed at the University of Washington (n = 6), followed by Columbia University and the Universities of Southern California (n = 3, respectively), Michigan, and California at Berkeley (n = 2, respectively). Discussion: The overall impact scores for these women are significant and speak to a number of factors including negotiating long-standing systemic and structural variables. We continue to describe elements of research cultures, which are essential to our profession’s academic development in today’s corporate university cultures. [ABSTRACT FROM AUTHOR]

The extent of the representation of concepts of race, racial disproportionality, racial disparities, and diversity in child welfare journal publications and authorship are the foci of this content analysis study. Two top-tier and one second-tier child welfare-focused journal outlets were examined. The frequency of mention of the concepts of racial disproportionality, racial disparities, and diversity is lower than the number of articles published. Also, first authors who were male and those from non-Caucasian racial/ethnic background were least likely to be represented. This study highlights recommendations for increasing the research and scholarly publications by authors from diverse racial/ethnic backgrounds as a means for increasing the emphasis on race, racial disproportionality, racial disparities, and diversity in research, scholarship, policy, practice, and the future education of social workers specializing in the field of child welfare. [ABSTRACT FROM AUTHOR]