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To increase their research skills and confidence, students in a nonresearch-focused elective MSW course gathered qualitative data through cross-ethnic interviews for a formal research project. Qualitative findings from a focus group of students were used to examine the perspectives of the students, all but one of whom were women, about (a) changes in their knowledge of and attitudes toward research, (b) the struggles they experienced, and (c) whether such projects should be integrated into other courses. Implications for social work educators who are seeking to empower social work students, especially women, to conduct research are discussed. Keywords: teaching qualitative research; empowering women students; evaluation of teaching method; pedagogy

In the last two decades social work education has focused attention on preparing social workers for culturally competent practice. Skills in conducting effective cross-ethnic interviews are one critical component of preparing students for such practice. Qualitative findings from a student focus group are used to examine the perspectives of students who participated in an elective MSW course in which they conducted cross-ethnic interviews to gather qualitative data for a formal research project. Findings about student perceptions of the cross-ethnic interviewing experience and their learning about diversity are presented. Implications for social work programs are explored. [ABSTRACT FROM AUTHOR]

In the last two decades social work education has focused attention on preparing social workers for culturally competent practice. Skills in conducting effective cross-ethnic interviews art one critical component of preparing students for such practice. Qualitatives findings from a student focus group are usect to examine the perspectives of students who participated in an elective MSW course in which they conducted crose-enthnic interview to gather qualitive data for a formal research project. Findings about student perceptions of the cross-enthnic interviewing experience and their learning about diversity are presented. Implication for social works programs are explored. [ABSTRACT FROM AUTHOR]