Transcript Student Attitudes Towards Poverty in a Social Welfare Policy Course

Student Attitudes Towards Poverty in a Social
Welfare Policy Course
Online versus Face to Face
Leah Hamilton, MSW, PhD
Appalachian State University
Full Presentation at www.socialworkeducator.com
ONLINE SOCIAL WORK EDUCATION: SHOULD WE?
Is it ethical to teach a human based profession online?
• Yes: better serve non traditional students
• Yes: better serve remote students and communities
• Yes: Prepares social work students for future of practice,
including teletherapy
ONLINE SOCIAL WORK EDUCATION: CAN WE?
• Online social work students have similar outcomes to face to face students
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Social work knowledge/skills
Grades/test scores
Satisfaction/perception
• Similarities consistent across the social work curriculum
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Research
HBSE
Intro to SW
Practice
Social Welfare/Policy
Diversity
TEACHING SOCIAL JUSTICE
• EPAS 2.1.5
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“understand the forms and mechanisms of
oppression and discrimination;
advocate for human rights and social and
economic justice; and
engage in practices that advance social and
economic justice.”
• College students more negative
towards poor than middle class
• More likely to blame poor for their
situation than another cause
• Graduating SW students less likely
to blame the poor than new
students
CURRENT STUDY
• The American Social Welfare System
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200 level course
Majors and non-majors
Intro policy course for social work majors
Covers social welfare policy history, inequality and poverty
Online section developed Spring, 2014
Textbook: Jansen’s The Reluctant Welfare State
• Research Questions
• 1. Are there differences in student attitudes towards poverty before and after the social welfare
course?
• 2. Are there differences between online and face to face students?
METHODS
• Pre-post agreement on a 5 point Likert Scale
• “Poverty is usually caused by societal actions.”
• “Poverty is usually caused by individual actions.”
• Sample
• 3 online sections (n=78 @ pretest, n=70 @ post test)
• 2 face to face sections (n=68 @ pretest, n=60 @ post test)
• ASU students mostly White (85%), Female (55%), middle class, traditional aged (Average: 20.93 years)
• Analysis
• Anonymous (No way to track individual student change)
• RQ1 (pre-post changes): Related Samples Wilcoxon Signed Ranked Test
• RQ2 (F2F v Web): Individual Sample Mann-Whitney U Test
RESULTS: RQ1 (Pre-Post)
1
Strongly
Agree
2
Agree
3
Neutral
4
Disagree
5
Strongly
Disagree
“Poverty is usually caused by an individuals own actions.”
Slight increase in likelihood to blame own actions, not significant (p=.505)
RESULTS: RQ1 (Pre-Post)
1
Strongly
Agree
2
Agree
3
Neutral
4
Disagree
5
Strongly
Disagree
“Poverty is usually caused by societal actions.”
Slight increase in likelihood to blame societal actions, not significant (p=.480)
Results: RQ2 (F2F vs Web)
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Pre test: Web students
more likely to blame
society at pretest
(p=.035).
Post test: No significant
differences between
Web and F2F.
1
Strongly
Agree
2
Agree
3
Neutral
4
Disagree
5
Strongly
Disagree
Results: RQ2 (F2F vs Web)
Disagreement
Agreement
Mean (p Measured via Related Samples Wilcoxon Signed Ranked Test)
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Society: Pre→Post
Change
Individual: Pre→Post
Change
Face to Face
2.62→2.45
↓0.17 (p=.819)
3.82→3.65
↓0.17 (p=.841)
Web
2.38→2.19
↓0.19 (p=.166)
3.83→3.77
↓0.06 (p=.132)
Both groups increased their mean agreement with both statements.
Similar increase in response to “Poverty is usually caused by societal actions.”
Greater increase in response to “Poverty is usually caused by an individuals own actions” for face to face students.
DISCUSSION
• All students gained a more complex attitude
towards poverty?
• Possible groupthink interaction for face to face
students?
• Discussion based class
• In the US South East, politically Conservative students
can often be outspoken.
Questions? Thoughts?
• Email: [email protected]
• Twitter: @hamiltonleah
• Website: www.socialworkeducator.com
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