_____________ Margaret E. Adamek, PhD, Professor and Editor, Advances in Social Work, Indiana University School of Social Work, Indianapolis, IN 46202, madamek@iupui.edu Copyright © 2020 Author, Vol. 20 No. 1 (Spring 2020), i-iii, DOI: 10.18060/24257 This work is licensed under a Creative Commons Attribution 4.0 International License. Editorial Celebrating our 20th Anniversary! Margaret E. Adamek This past year Advances in Social Work hit its 20th anniversary! We are proud of our legacy of being one of the first, if not the first, open access journals in social work. Looking back over our first 20 years, it is evident that we ramped up our productivity as a scholarly journal over time. In our first decade (2000-2009), we published 142 papers and offered 3 special issues. In our second decade (2010-2019), we more than doubled the number of papers published to 307 and tripled the number of special issues (n=10). Our first decade relied on the efforts of three consecutive editors (Cournoyer, Daley, Barton) and two guest editors (Adamek, Vernon). Our second decade saw the addition of an Assistant Editor (Valerie Decker), an open access technical expert (Ted Polley), a Statistical Consultant (Jieru Bai), and the contributions of 16 guest editors. We grew from 33 reviewers evaluating manuscripts in 2000 to 189 individuals from over 100 universities and institutions in 7 countries, 1 territory, and 43 states serving as reviewers in 2019. The work of Advances in Social Work is ably guided by our Editorial Board. This fall we are pleased to welcome two new editorial board members: Dr. Lauri Goldkind from Fordham University and Dr. Lisa Zerden from the University of North Carolina at Chapel Hill. We are looking forward to their contributions as we head into our third decade. In this issue of Advances in Social Work we are pleased to present 10 empirical papers authored by 35 scholars who are geographically dispersed across 15 states in the U.S., Washington, DC, and Canada. Four papers touch upon various aspects of violence prevention or intervention, two papers address social work management issues, three papers focus on diversity and/or advocacy for particular populations, and the final paper shares an efficacious approach for teaching practice skills to online students. Violence Prevention and Intervention In an effort to learn how best to facilitate survivor-centered services, Wood, Clark, Cook Heffron, & Voth Schrag interviewed 25 survivors of domestic violence who received services in shelters or transitional housing programs in two states. From the survivors’ perspective, the most effective advocacy approaches emphasize safety, mutuality, and connection/collaboration. Providing adequate time and space for survivors to share their stories and being available are two critical approaches that help survivors to feel supported and empowered to achieve their goals. Focusing on the college population, Cho, Seon, Choi, An, Kwon, Choi, Hong, Lee, Son, & Yun used survey data collected from over 3,000 students at six universities across the U.S. Their analysis focused on gender differences in IPV, help-seeking, and outcomes. The analyses revealed that female students who were victims of IPV had poorer health status, higher levels of depression, and greater physical/mental health and social https://creativecommons.org/licenses/by/4.0/ ADVANCES IN SOCIAL WORK, Spring 2020, 20(1) ii challenges. Females also used formal help more so than males. Cho and colleagues recommend that social workers provide services tailored by gender for IPV survivors. Robinson, Elias-Lambert, Casiano, & Ward assessed faculty members’ perceptions of their role in the prevention of sexual violence on campus. The researchers call on social work faculty to use their unique skillset to raise awareness among their faculty colleagues about the need for bystander intervention training for all faculty in order to change cultural norms around sexual violence on university campuses. In light of the ubiquity of school bullying, yet another form of violence, Karikari, Brown, Ashirifi, & Storms examined the perspectives of various stakeholders, namely, principals, school social workers, bus drivers, and parents from an urban Midwest school district. Focus groups unveiled both implicit and explicit challenges associated with bullying prevention efforts. Stakeholders tend to view bullying through the prism of their own experiences, and due to different positions some perspectives may not be taken into account. Karikari and colleagues recommend a more open system of dialogue among different stakeholders to promote inclusion in efforts to prevent and address bullying. Social Work Management Issues Another study revealing unheard voices also involved a focus group approach—in this case to document the perspectives of case managers regarding issues impacting their job satisfaction and retention. Through a process of inductive coding, Steen identified the suppression of case managers’ voices as a prominent theme. Case managers described the suppression of their voices during decision-making in foster care cases by five types of stakeholders. Based on these findings, Steen calls for more inter-professional training in the foster care field so that all voices can be considered. To promote effective fund-raising and financial management, Kim & Lee conducted the first pilot study of crowding-out effects at 410 Chinese, Korean, and Japanese- American nonprofits in New York and New Jersey. Using a panel analysis, they found a significant crowding-in effect for donations to East Asian-American nonprofits (p < .01). The effects of government grants on private giving by each of the East Asian countries were explicated based on each country’s unique social, political, and cultural background. Kim & Lee point out that social work managers in ethnic nonprofit organizations may need to establish different strategies to help shape donor giving patterns according to the effect of government grants. Advocacy and Diversity Makki Alamdari investigated civic attitudes and civic engagement among 145 immigrants and refugees from the Middle East and North Africa living in the Midwest. Using linear regression models, the results show that health and English language proficiency significantly predict civic attitudes among this group. Attitudes also mediated between health status and level of civic engagement. Promoting understanding of the civic engagement of immigrants and refugees from the Middle East and North Africa could possibly help to counter the negative images of Muslims in the U.S. Adamek/EDITORIAL iii Constance-Huggins, Davis, & Yang assessed color-blind racial attitudes and attributions of poverty among 41 BSW students and 128 MSW students. In contrast to the hypothesized predictions, BSW students had fewer negative attitudes toward race and endorsed more structural causes of poverty than MSW students. To ensure that social work students recognize systemic racism and its connection to poverty, the researchers recommend using an anti-oppression approach to diversity education. Given the precarious nature of employment experienced by many young workers, Allmang & Franke used a nationally-representative longitudinal dataset to assess gender differences in precarious employment trajectories in the U.S. Findings revealed significant differences by gender with higher percentages of females than males remaining in semi- precarious employment over time. These findings challenge the common assumption that young people generally move out of low-wage or otherwise “bad” jobs over time. Allmang & Franke call for social workers to join labor advocates in bringing attention to gendered patterns in job quality among young people. Social Work Education Jackson, Colvin, Bullock, & Li cogently argue that as schools of social work consider teaching practice in a fully online environment, more consideration should be given to blended or hybrid learning formats for practice course delivery. The blended skills lab at the University of Alabama is examined as a case study, offering implications for others to consider as they formulate alternative online models. A blended skills lab model takes full advantage of the benefits of each platform--online and face-to-face--in order to provide an educational opportunity that can promote student learning better than either platform alone. While celebrating our first 20 years, we continue to look to the future. We are grateful for the ongoing support of Dean Tamara Davis as we endeavor to document and share emerging knowledge in the field of social work in a fully open access format. Advances in Social Work was accepted into Scopus for indexing and is fully indexed with SocINDEX with Fulltext (EBSCO), Social Work Abstracts (EBSCO), and Social Services Abstracts (ProQuest). As we forge ahead into our third decade, we commit to publishing the latest works from social work scholars around the world, addressing contemporary issues of the utmost importance to the communities we all serve. We look forward to bringing you upcoming issues of Advances in Social Work highlighting interprofessional practice and education (Summer 2020), gender inequity in the workforce (Fall 2020), and anti-racist education (Spring 2021). We welcome your suggestions for special issue topics that will help to advance social work and our causes around the globe. Margaret E. Adamek, Editor madamek@iupui.edu mailto:madamek@iupui.edu