Authors:\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Denise A. Longoria<\/p>\n
\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 John M. Gonzalez<\/p>\n
Contact Person: Denise A. Longoria\u00a0 denise.longoria@utrgv.edu<\/a><\/p>\n Institution: \u00a0\u00a0\u00a0\u00a0 The University of Texas Rio Grande Valley<\/p>\n Denise A. Longoria, Ph. D., LCSW, is an Assistant Professor of Social Work at The University of Texas Rio Grande Valley<\/p>\n John M. Gonzalez, Ph. D., LMSW, is an Associate Professor and MSSW Program Director of the Social Work Department at The University of Texas Rio Grande Valley.<\/p>\n Abstract<\/strong><\/p>\n As we approach the end of the second decade of the new millennium, the United States continues to see significant growth of the Hispanic population.\u00a0 It is expected that one in every six people will be Hispanic by the close of the second decade, and that by 2060, the population will increase to approximately 128.8 million, or 31% (U.S. Census Bureau, 2012).\u00a0 Along the South Texas-Mexico border, the Hispanic population ranges from approximately 80-95%, and many of these areas are poverty stricken and greatly underserved.\u00a0 Consequently, social workers are in great demand to help meet the multiple and diverse needs of those living in these areas.\u00a0 As a result of the collaboration between a Texas university and a community college, students have been able to obtain a social work degree via distance education.<\/p>\n <\/p>\n <\/p>\n The Need for Social Workers Along the South Texas-Mexico Border: Meeting the Need Through Distance Education<\/strong><\/p>\n Introduction<\/strong><\/p>\n As we approach the end of the second decade of the new millennium, the United States continues to see significant growth of the Hispanic population.\u00a0 It is expected that one in every six people will be Hispanic by the close of the second decade, and that by 2060, the population will increase to approximately 128.8 million or 31% (U.S. Census Bureau, 2012).\u00a0 Consequently, Hispanics will play an increasingly important role in U.S. society and all aspects related to it, such as the economy, education, health, mental health and the future as a whole.<\/p>\n While there is a limited amount of literature focusing on the reasons that Hispanic students do not pursue graduate studies in social work, there is extensive literature about the growing Hispanic population, as well as specific needs as they relate to social services.\u00a0 This article will focus on the benefits of a distance learning Master of Social Work program in the South Texas border region and its positive impact on the primary areas where graduate level social workers are needed, which include: counseling\/therapy, faculty mentors, administrators, supervision, peer support and advocacy.<\/p>\n Background and Significance<\/strong><\/p>\n All bachelor\u2019s and master\u2019s programs in social work must meet accreditation standards stipulated by the Council on Social Work Education (CSWE), which is recognized as the sole accrediting agency for all social work education programs in the United States (CSWE, n.d.).\u00a0 Currently, there is a growing trend of social work programs that offer all or portions of their curricula via distance education and\/or online only.\u00a0 In today\u2019s society, students often find themselves in multiple roles, including working parent, caregiver to a parent, student, spouse, etc.\u00a0 Distance education and online programs have provided a viable option for these individuals who might otherwise not be able to pursue a graduate degree.\u00a0 Many students have sought options that allow them to complete a graduate degree without having to relocate and\/or even go to campus.\u00a0 Vernon, Pittman-Munke, Vakalahi, Adkins and Pierce (2009) noted that there has been in increase in the number of programs offering these options as a way to meet these students\u2019 needs.\u00a0 While some studies have shown that students have a preference for a traditional face-to-face course room (Thyer, Artelt, Markward, & Doziere, 1998), others have reported that there is not a significant difference in the level of satisfaction when compared to students who are enrolled in distance learning courses via interactive television or fully online courses (Crowell & McCarragher, 2007; Oliaro & Trotter, 2010; Petracchi, Mallinger, Engel, Rishel, & Washburn, 2005).<\/p>\n In 2009, the University of Texas Rio Grande Valley (UTRGV) (formerly known as University of Texas-Pan American – UTPA) established a partnership with Laredo Community College (LCC) in order to offer a hybrid distance education program which effectively delivers a bachelor\u2019s and a master\u2019s in social work.\u00a0 This partnership addressed a significant barrier to social work education in the area. Since its inception, a total of 26 students have been awarded a Bachelor of Social Work degree and 29 have been awarded a Master of Social Work degree.\u00a0 This has allowed an additional 55 individuals to provide social work services in the Laredo, Texas area.<\/p>\n Literature Review<\/strong><\/p>\n Educational Attainment for Hispanic Students<\/em><\/p>\n Historically, Hispanics have lagged behind in educational attainment when compared to their White counterparts.\u00a0 High school dropout rates have decreased between 1990 and 2014 (for Hispanic students (from 32.4 to 10.6%); however, they are still higher than rates for both White (9.0 to 5.2%) and African-American (13.2 to 7.4%) students (National Center for Education, 2016).\u00a0 With regards to higher education, these gaps have been even greater.\u00a0 Specifically, for students in graduate social work programs, the percentage of those who are of Hispanic descent has been very small (approximately 2.5% for those who self-identified as \u201cChicano\/Mexican American and 7.5% for those who self-identified as \u201cOther Latino\/Hispanic\u201d) (CSWE, 2010).\u00a0 To date, the large majority of social work students enrolled in programs accredited by the Council on Social Work Education (CSWE) have been White (Non-Hispanic); in fact, the most recent survey revealed that those who identified themselves in this category totaled 54.6% (CSWE, 2010).\u00a0\u00a0 Given that Texas is a state with a large Hispanic population (37.6%) (U. S. Census Bureau, 2010a), the number of social workers of Hispanic descent should be somewhat relative to the population.\u00a0 As the Hispanic population continues to grow rapidly in the United States, it is likely that the gap between the needs of society and the graduate social workers who can address these needs will increase significantly.\u00a0 The current literature offers limited information regarding the reasons that Hispanic students do not pursue a graduate education in social work.<\/p>\n According to the literature, there are a number of factors that influence a Hispanic student\u2019s decision to attend graduate school; these include family, cultural beliefs, language barriers, accessibility to minority faculty and self-perceptions about abilities (Abreu, 2000; Caravantes, 2006; Harvey,Beckman, Browner, & Sherman, 2002; Lopez, Lopez, & Fong, 1991; Raffaelli & Ontai, 2004; Schwarzbaum, 2004; Wilton & Constantine, 2003). Family support often includes financial as well as emotional support.\u00a0 Additionally, parents of students were more likely to provide financial support if the students are single or if they had children (Descartes, 2006).<\/p>\n The literature revealed that in some instances, males felt threatened when females were the primary breadwinners in the home (Caravantes, 2006; Harvey et al., 2002; Rafaelli & Ontai, 2004). This was particularly true for adult children with their own children as well as single, adult children (with no children of their own) who were attending college or graduate school (Descartes, 2006).\u00a0 Additionally, the literature also suggested that Hispanic females are generally expected to stay at home and care for elderly parents and\/or for younger siblings (Castillo & Hill, 2004).<\/p>\n Quezada and Loque (2004) noted that students\u2019 perceptions about the university\u2019s interests in program diversity were largely determined by the number of minority faculty present.\u00a0 They also recognized that trust levels were likely to be greater if universities employed faculty of color.\u00a0 Knowles (1990) identified three factors that were necessary to enhance the learning atmosphere.\u00a0 These included:<\/p>\n For students living on the U. S.-Mexico border, it is critical that they experience the diversity the program has to offer.\u00a0 A faculty member of Hispanic descent is assigned and serves as the primary contact in the Laredo area.\u00a0 This allows for immediate contact with students seeking to discuss concerns with a faculty member.\u00a0 The faculty member also serves as a liaison to the program and its faculty that is approximately 160 miles away.\u00a0 This structure ensures that the critical factors identified by Knowles are met.<\/p>\n The Need for Social Workers<\/em><\/p>\n In an era when society is continually faced with many challenges, it is not unusual for the average individual to experience stress.\u00a0 Problems related to family, friends, employment, school, and finances are only a few issues that generally affect many people.\u00a0 When one adds the effects of more specific crises such as domestic violence, substance abuse, poverty, or child maltreatment, the problems can be overwhelming.\u00a0 Emotional and professional support is often needed in order to handle the distress which results from these issues.<\/p>\n Social workers who have specialized in mental health are trained to provide the many services needed by these individuals who experience difficulties which range from low levels of stress to more severe mental illnesses.\u00a0 Compounding these findings is the issue of poverty.\u00a0 According to Hudson (2005), people who were impoverished were three times more likely to suffer from a mental illness.\u00a0 In South Texas, counties that are on the physical border with Mexico reported a poverty level which averaged 30 -35.8% (U.S. Census Bureau, 2010b).\u00a0 According to Hudson (2005), poverty and its related factors, such as unemployment and homelessness, were strongly correlated to higher risk of mental illness.<\/p>\n For Hispanics, concerns regarding mental health issues and stressors are no different; however, there are a number of reasons why these needs may not be addressed.\u00a0 Even though graduate level social workers are trained and qualified to provide mental health services, graduate level social workers, especially those that are of Hispanic descent, are scarce.\u00a0 Because of the enormity of the stressors described above, it is imperative that more Hispanic graduate social workers be educated and trained to provide these services.\u00a0 Further, the number of people of Mexican origin accounted for 63% of the Hispanic population 2010 census (U.S. Census Bureau, 2010c), which implies that there is a significant population to be served by social workers of similar backgrounds.\u00a0 Although much of this population is concentrated in large cities such as Los Angeles, Houston, and San Antonio, border cities in Texas such as Laredo, McAllen, and Brownsville are 95.6%, 84.6% \u00a0and 93.2% (U. S. Census Bureau, 2010 b) Hispanic, respectively.\u00a0 Additionally, it is important to note that levels of poverty are particularly high in these areas (30 \u2013 35.8%) (U. S. Census Bureau, 2010c); as already noted, mental health concerns tend to be higher in areas of poverty.<\/p>\n Suleiman (2003) noted that \u201csocial services have been generally unresponsive to the values and needs of Hispanic families, even to the most basic of communication in Spanish\u201d (p. 186). \u00a0Given that Hispanics have often demonstrated a need for social services, it is important that more students seek a graduate education in social work in order to more effectively meet these needs.\u00a0 The Hogg Foundation (2007) noted that \u201cpeople of color are underrepresented in mental health professions, and Texas appears to be lacking in effective racial and culturally diverse recruitment in the mental health professions\u201d (p. 1).\u00a0 Furthermore, Hogg averred that although social workers are the \u201clargest group of mental health providers\u201d in Texas and across the entire United States, the areas of West and South Texas are still severely lacking these services.<\/p>\n The number of people diagnosed with a serious mental illness in the state of Texas is significant \u2013 approximately 3.8% for adults, and approximately 11.3% of adolescents were diagnosed with at least one major depressive episode (SAMHSA, 2015). Because the Hispanic population has continued to grow, it can be assumed that many of those who are affected by these illnesses are people of Hispanic descent.\u00a0 Adding to this assumption is the fact that many Hispanics living in the South Texas border are currently living at or below the poverty level (U.S. Census Bureau, 2010c), and poverty has been identified as a risk factor for mental illness.\u00a0 Studies have shown that clients prefer working with social workers of the same ethnic background (Abreu, 2000; Lopez et al., 1991; Schwarzbaum, 2004; Wilton & Constantine, 2003); consequently, with the shortage of Hispanic graduate level social workers, many people do not receive the mental health services they need.<\/p>\n The University of Texas Rio Grande Valley\u2019s Social Work Program has served to fill the need for social workers, especially those of Hispanic descent, in McAllen, Brownsville and other cities in the Rio Grande Valley, but the gap remained in Laredo, with the closing of the local program which existed from 2000-2010 (Cortez, 2007).\u00a0 This paper focuses on Laredo and the efforts to increase the number of social workers there.<\/p>\n <\/p>\n Finding Solutions <\/strong><\/p>\n \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 When the Laredo-based university, Texas A&M International University, announced the impending closure (projected date was May 2010) of its Bachelor of Social Work program (Cortez, 2007), one of the authors (together with several community members) sought assistance from legislators, as well as the Laredo Community College (LCC) President.\u00a0 Recognizing the need for social workers, because there were fewer than a dozen master\u2019s level social workers in Laredo at the time, LCC administrators collaborated with administrators from UTRGV (formerly UTPA) to establish a hybrid distance education program in social work.\u00a0 In addition to providing a Bachelor of Social Work program, it also established a Master of Science in Social Work.\u00a0 The goals of the program were twofold: 1) to address the social service and mental health needs of Laredo; and 2) to make social work education accessible to students who were unable to relocate.<\/p>\n According to the Bureau of Labor Statistics (2015), it is expected that the need for social workers will continue to grow faster (an average of 12% between 2014 and 2024) than any other profession through the year 2018. Specifically, it is expected that there will be a 12% growth in the area of child, family and school social work, approximately 20% growth for mental health and substance abuse social workers, and about 22% growth for medical and public health social workers.\u00a0 Because of the expertise required in these areas, it is essential that providers attain the education necessary to provide these services.<\/p>\n If one poses the following questions: \u201cDo counselors need to be of the same ethnicity as their clients in order to be effective?\u201d\u00a0 \u201cAre mentees better able to relate to their mentors if their mentors have the same ethnic or cultural background?\u201d\u00a0 \u201cDo students respond more readily to instructors who are ethnically the same?\u201d, the quick response to these questions is \u201cNo.\u201d\u00a0 However, when one delves more deeply and examines the needs of individuals, one finds that Hispanic clients often do have a preference for Hispanic workers (Abreu, 2000; Engstrom, Gamble, & Min, 2009; Lopez et al., 1991; Schwarzbaum, 2004; Wilton & Constantine, 2003).\u00a0 In the same manner, mentees and students also prefer a mentor or instructor who is ethnically or culturally similar because they serve as role models (Quezada & Louque, 2004; Verdugo, 1995); therefore, the need for Hispanic social workers needed to be addressed.<\/p>\n Addressing the Need<\/em><\/p>\n With the establishment of the BSW and MSSW programs, one faculty member was hired to be stationed in Laredo full-time.\u00a0 This allowed for ongoing networking, awareness and recruitment of students, as well as collaboration with college administrators, faculty and staff, and community members involved in social service agencies.<\/p>\n The delivery of courses for the BSW and MSSW program would consist of a mix of online courses and courses taught through Interactive Television. \u00a0Blackboard was also used to supplement the Interactive courses and to deliver the online course. With regard to online, courses were designed with the instructional designers using Quality Matters standards. Blackboard also assisted with email, notes for students, information on assignments and a place to upload assignments. Additionally, Blackboard\u00a0 assisted students with Discussion Boards and any group assignments. Interactive Television used PowerPoint for presentations for students. Faculty also used the document camera to share notes for both classes to view, face-to-face and interactive.<\/p>\n The first MSSW cohort consisted of five students, all of whom graduated in December 2010.\u00a0 At the time of this writing, twenty-nine students had graduated with an MSSW degree, and eleven more will be graduating this Spring.\u00a0 The first BSW cohort was admitted in 2011, and, to date, a total of twenty-six students have graduated.<\/p>\n In addition to recruiting and graduating students, there was a need to establish field practicum sites.\u00a0 The Council on Social Work Education (CSWE) (2015) requires that BSW students complete a minimum of 400 practice hours in a field setting; these students must receive weekly field instruction from an individual who holds a BSW and five years of post-graduate experience or an MSW\/MSSW and two years of post-graduate experience.\u00a0 The MSSW degree requires that students complete a total of 900 practicum hours; they must receive field instruction from someone who has an MSW\/MSSW and at least two years post-graduate experience.\u00a0 Given that there were few Master\u2019s level social workers in Laredo prior to the existence of the program, it was a challenge to establish these sites.\u00a0 As students have graduated, the number of field instructors, as well as the number of field sites, has increased.\u00a0 To date, the university has an affiliation with twenty-five social service agencies where students can complete the required practicum and gain practice experience.<\/p>\n Implications and Recommendations<\/strong><\/p>\n Clearly, there is a high need for social workers in the Laredo area, and the social work program provided by the University of Texas Rio Grande Valley is helping to fill that gap.\u00a0 In 2014, it was reaccredited for eight more years by the Council on Social Work Education, and this now included the distance education component. For Laredo, the continuation of a distance education program is essential to its ongoing success as it allows non-traditional students the opportunity to complete a graduate degree without having to relocate.\u00a0 This program has met the two goals initially identified.<\/p>\n As suggested in the literature, it is important for universities to ensure that students have access to support services such as counseling and stress management.\u00a0 Even though studies vary regarding the mental health needs of Hispanic students, some studies do indicate that Hispanic students can be more prone to depression and\/or anxiety, especially if family support is more of a risk factor than a protective one (Del Pilar, 2009).\u00a0 Castillo et al. (2008) noted that these feelings of depression and\/or anxiety also depended on several factors, including the quality of social support and socioeconomic status.\u00a0 If students are able to obtain counseling and stress management through a university counseling center, or in this case, at the community college which this program is associated, then this can fill some of the needs that Hispanic students may encounter. \u00a0\u00a0Additionally, having a faculty mentor available in the same city is critical so that students can have that connection with the university.<\/p>\n The literature also revealed that universities should focus on increasing cultural competence among faculty members, as well as emphasizing this as part of the curriculum.\u00a0 While this includes focusing efforts on recruiting faculty of color, it should be clear that all faculty members should engage in training that emphasizes cultural sensitivity.\u00a0 Torres (2003) referred to \u201cethnic identity development as a tool\u201d which can help administrators, recruiters, student affairs personnel, and faculty members have a better understanding how cultural and ethnic factors can impact students of color (p.545).<\/p>\n Conclusion<\/strong><\/p>\n \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>As we near the end of the second decade, the distance education social work program continues to grow and meet the needs of students as well as the community.\u00a0 It has successfully reached the two goals identified, and it is expected that it will continue to do so.<\/p>\n <\/p>\n References<\/strong><\/p>\n Abreu, J. M. (2000). Counseling expectations among Mexican-American college students: The role of counselor ethnicity. Journal of Multicultural Counseling and\u00a0 Development, 28<\/em>(3), 130 -143. Retrieved February 1, 2017, from Academic Search Complete database.<\/p>\n Caravantes, E. (2006). Clipping their own wings: The incompatibility between Latino culture and American education.<\/em> New York: Hamilton Books.<\/p>\n Castillo, L. G., & Hill, R. D. (2004). Predictors of distress in Chicana college students. Journal of Multicultural Counseling and Development, 32, <\/em>234-248. Retrieved February 10, 2017, from the MasterFILE Premier database.<\/p>\n Cortez, T. (2007, August 8). Closing it down: TAMIU says it can\u2019t justify its social work program.\u00a0 The Laredo Morning Times. <\/em>Retrieved February 13, 2017 from http:\/\/airwolf.lmtonline.com\/news\/archive\/080807\/pagea1.pdf<\/p>\n Council on Social Work Education (CSWE). (2010). 2010 statistics on social work education in the United States. <\/em>Retrieved February 15, 2017, from http:\/\/www.cswe.org\/File.aspx?id=52269<\/a>.<\/p>\n Council on Social Work Education (CSWE). (n.d.). About CSWE. <\/em>Retrieved February 12, 2017, from http:\/\/www.cswe.org\/About-CSWE<\/a>.<\/p>\n Council on Social Work Education (CSWE). (2015). Educational policy and accreditation standards. <\/em>Retrieved February 13, 2017, from http:\/\/www.cswe.org\/getattachment\/Accreditation\/Accreditation-Process\/2015-EPAS\/2015EPAS_Web_FINAL.pdf.aspx<\/p>\n Crowell, L. F., & McCarragher, T. (2007). Delivering a social work MSW program through distance education: An innovative collaboration between two universities, USA. Social Work Education, 26<\/em>(4), 376-388.\u00a0 Retrieved February 14, 2017, from the Academic Search Complete database.<\/p>\n Del Pilar, J. A. (2009). Mental health and Latino\/a college students: A psychological perspective and new findings. Journal of Hispanic Higher Education, 8<\/em>(3), 263-281. Retrieved February 12, 2017, from Sage Publication at Capella University database.<\/p>\n Descartes, L. (2006). \u201cPut your money where your love is\u201d: Parental aid to adult children. Journal of Adult Development, 13<\/em>(3\/4), 137-147.\u00a0 Retrieved February 11, 2017, from Academic Search Complete database.<\/p>\n Engstrom, D. W., Gamble, L., & Min, J. W. (2009). Field practicum experiences of bilingual social work students working with limited English proficiency clients. Journal of Social Work Education, 45<\/em>(2), 209-224. Retrieved February 11, 2017, from Academic Search Complete database.<\/p>\n Harvey, S. M., Beckman, L. J., Browner, C. H., & Sherman, C. A. (2002). Relationship power, decision making, and sexual relations: An exploratory study with couples of Mexican origin. The Journal of Sex Research, 39<\/em>(4), 284-291. 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Retrieved February 1, 2017, from the Academic Search Complete database.<\/p>\n National Center for Education Statistics (NCES). (2016). Fast facts. <\/em>Retrieved February 21, 2017, from https:\/\/nces.ed.gov\/fastfacts\/display.asp?id=16.<\/p>\n Oliaro, L., & Trotter, C. (2010). A comparison of on-campus and off-campus (or distance) social work education.\u00a0 Australian Social Work, 63<\/em>(3), 329-344.\u00a0 Retrieved February 14, 2017, from the Academic Search Complete database.<\/p>\n Petracchi, H., Malinger, G., Engel, R., Rishel, C. W., & Washburn, C. (2005). Evaluating the efficacy of traditional and web-assisted instruction in an undergraduate social work practice class.\u00a0 Journal of Technology in Human Services, 23<\/em>(3\/4), 299-310. Retrieved February 14, 2017, from the Academic Search Complete database.<\/p>\n Quezada, R. L., & Louque, A. (2004). The absence of diversity in the academy: Faculty of color in educational administration programs. Education, 125<\/em>(2), 213-221.\u00a0 Retrieved February 3, 2017, from Questia database.<\/p>\n Rafaelli, M., & Ontai, L. L. (2004). Gender socialization in Latino\/a families: Results from two retrospective studies. Sex Roles, 50<\/em>(5\/6), 287-299. Retrieved February 2, 2017, from the SocIndex with Full Text database.<\/p>\n Schwarzbaum, S. E. (2004). Low-income Latinos and dropout: Strategies to prevent dropout. Journal of multicultural counseling and development, 32<\/em>, 296 \u2013 306.\u00a0 Retrieved February 3, 2017, from Academic Search Complete database<\/p>\n Substance Abuse and Mental Health Services Administration (SAMHSA). (2015). Behavioral health barometer, Texas 2015. <\/em>Retrieved February 12, 2017, from http:\/\/store.samhsa.gov\/shin\/content\/SMA16-BARO-2015\/SMA16-BARO-2015-TX.pdf<\/p>\n Suleiman, L. P. (2003). Beyond cultural competence: Language access and Latino civil rights. \u00a0\u00a0Child Welfare, 82<\/em>(2), 186-199. Retrieved February 10, 2017, from the Academic Search Complete database.<\/p>\n Torres, V. (2003). Influences on ethnic identity development of Latino college students in the first two years of college. Journal of College Student Development, 44<\/em>(4), 532-547.\u00a0 Retrieved February 15, 2010, from ProQuest Psychology Journals database.<\/p>\n Thyer, B. A., Artelt, T., Markward, M.K., & Dozier, C. D. (1998). Evaluating distance learning in social work education:\u00a0 A replication study.\u00a0 Journal of Social Work Education, 34<\/em>(2), 291-296. Retrieved February 12, 2017, from the Academic Search Complete database.<\/p>\n U.S. Census Bureau. (2010a). State and county quickfacts. <\/em>Retrieved February 11, 2017, from http:\/\/quickfacts.census.gov\/qfd\/states\/48000.html<\/a><\/p>\n\n
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