__________ Carol Hostetter, LCSW, PhD., Editor and Professor Emerita, School of Social Work, Indiana University, Bloomington, IN. Valerie D. Decker, MSW, Assistant and Managing Editor, School of Social Work, Indiana University, Indianapolis, IN. Copyright © 2024 Authors, Vol. 24 No. 3 (Fall 2024), i-vi. DOI: 10.18060/28814 This work is licensed under a Creative Commons Attribution 4.0 International License. Fall 2024 Editorial: Examining Social Work Education Carol Hostetter Valerie Decker This issue contains 11 articles by 40 authors, both national and international. The majority are empirical papers, using qualitative, quantitative, or mixed methods. More than one article presents a case study, which gives me an opportunity to promote this methodology. One of my first research projects was a case study of the child welfare system in the State of Indiana, as we were asked to focus only on Indiana’s system (Barton et al., 2006). In my role as editor of Advances in Social Work, I see many manuscripts that are in- depth studies of a department, classroom, or grant program, for example. These provide detailed information about a particular context in a “real-world” setting, thus receive the designation of case study. In their oft-cited work, Feagin at al. (2016) provide a broad definition: “A case study is here defined as an in-depth, multifaceted investigation, using qualitative research methods, of a single social phenomenon” (p. 2). The authors, as well as other authors (Thomas, 2011) understand that other methodologies may be used; the essential factor in the definition is the “single social phenomenon” aspect. An early, classic example is the Middletown study of Muncie Indiana, by Lynd and Lynd (1929). Thomas (2011) asserts this definition, “Case studies are analyses of persons, events, decisions, periods, projects, policies, institutions, or other systems that are studied holistically by one or more methods. The case that is the subject of the inquiry will be an instance of a class of phenomena that provides an analytical frame—an object—within which the study is conducted and which the case illuminates and explicates” (p. 513). In my opinion, case study program evaluations are important in social work practice and education. I encourage researchers to frame their studies this way. Of course, one case study is not generalizable, but it can be added to a body of research that builds to broader understandings. Social work is in a prime position to contribute greatly through the use of case studies. Finally, we take this opportunity to thank the 141 reviewers from 102 universities and institutions, 7 countries, 39 states and territories, who completed 183 reviews of 90 submissions in 2024 and along with the authors, editors, and board, make Advances in Social Work possible. Research Benefitting Young People Blakey, Ngui, Buraik, Vang, and Williams conducted a case study using grounded theory methodology which illuminated the words of Black high school students who felt marginalized and alienated in their school. Students identified the feeling of not mattering in a cold, racially insensitive environment that didn’t reflect their identities, and connected the dots to the achievement gap and disciplinary sanctions. about:blank Hostetter & Decker/FALL 2024 EDITORIAL ii In examining the assessment and referral practices of school social workers, Love- Schropshire, Hicks, Johns, Keys, and Wade surveyed over 3700 school social workers. This case study of Michigan’s school social work system revealed that material needs were the focus of the majority of referrals, with mental health needs trailing far behind. Concerningly, very few of the school social workers actually screened for firearm access, due to feeling unprepared to do so. A study featuring semi-structured interviews with Black and Latine youth recently released from the juvenile justice system, by Mei, Bondoc, Meza, Bosco, and Barnert, provided insights into how they are affected by systems such as their home, school, and neighborhood. These systems affect their health and well-being as the youth negotiate relationships, physical space, and resources. The authors provide suggestions for social workers to remedy health disparities and provide more support. Critical Race Theory Pajak connected social work practice with Critical Race Theory, in order to aid our understanding of how this important theory can shape the work we do. This conceptual paper explained the legal origins of Critical Race Theory and outlined the major principles of the theory. Through a careful literature search, and a consideration of the critiques of Critical Race Theory, the author asserted that it is a strong framework for meeting the Council on Social Work’s Educational Policy and Accreditation Standards on antiracist and anti-oppressive practices. Social Work Education In the case study conducted by Moore, Young, and Gray, the implicit curriculum of a BSW/MSW program examined the policies, procedures, advising, student participation, and commitment to inclusive excellence, among other issues. The Likert-style survey was distributed to graduating BSW and MSW students. An important aspect of the findings was that the majority of students believed the programs allowed them to speak up about diversity issues important to them, with no significant difference based on based on race/ethnicity, online versus face-to-face, or first-generation student status. However, a significant difference did exist in relation to a student’s sexual orientation, with students from diverse sexual orientations feeling less comfortable about speaking up. Boyce, Clockston, Sullivan, and Cottrell conducted an autoethnographic study of their curriculum development process. They provide an in-depth exploration of their own educational experiences, which uncovered their own biases and helped them work towards more progressive and equitable models of education. They learned new ways of sharing content, grading, and accepting the expertise of others. The authors assert that design justice can increase students’ engagement, sense of belonging, and ultimately degree completion. Another case study of social work education, by Velez, Avila, and Doh, evaluated the processes and pitfalls of implementing a federal behavioral workforce grant. The goal of training historically underserved and underrepresented students in a predominantly white ADVANCES IN SOCIAL WORK, Fall 2024, 24(3) iii institution located in a predominantly white state was a good one, but was challenging to execute. Readers will benefit from information about program structure, institutional context, and demographic data. In particular, the lessons learned about the barriers to recruiting financially strapped students of color, barriers created by the institution’s financial policies, will be illuminating to those seeking to enact similar programs. Gearhart uses St. Louis as a case study in order to understand the racist policies of the 1900s that contributed to the decline of Black neighborhoods and the detriment of the city overall. Social work education should be examined for racist policy and practice, particularly in the divide of micro and macro social work practice. Antiracist practice and education can begin only when we understand the institutional racism we have condoned. From the start of graduate social work education Ethiopia’s Addis Ababa University in 2004, a tremendous amount of research has been conducted through master’s and PhD theses. Mehari, Butterfield, and Kebede provide a quantitative case study examining the methodology and subject matters of the research conducted. They found that 81% employed qualitative methods, since thesis advisors were well-educated in qualitative methodology. The most-researched thematic areas addressed issues dealing with children, women, gender, health and healthcare services, families, marriage, divorce, and community development. While the effects of the COVID-19 pandemic on educational delivery is often discussed, its effects on formal faculty mentoring are less well known. Holcomb used a narrative methodology to learn the experiences of 10 social work faculty who were teachers and mentees during that challenging time. Participants, who were located across the United States, reported four main themes: four themes: 1) framing professional development during the pandemic, 2) shifting focus and deepening of mentoring relationship, 3) adjusting to virtual mentoring, and 4) impact of faculty and leadership attrition. Many found that while their mentoring relationship was professional in beginning, a friendship formed to help them through this time of collective trauma. COVID-19 and Mutual Aid The paper by Milligan, Saavedra, Littman, Dunbar, Boyett, Morris, and Sarantakos focused on people helping people during the COVID-19 pandemic, outside of social work education. Their qualitative study interviewed 25 individuals engaged in mutual aid in Colorado, examining the perceived benefits of providing and receiving care through mutual aid in the early months of the pandemic. They found that nonhierarchical care offered entry points to equitable ways of supporting communities through and beyond crisis. The decentered institutional decision making provided redistributed power and agency to meet community needs. The experiences of mutual aid participants propose a significant ideological shift, and suggest a need for future expansions of and changes to social work practice to embrace non-hierarchical care. Hostetter & Decker/FALL 2024 EDITORIAL iv 2024 Reviewer Appreciation We would like to acknowledge the contributions of the following individuals who reviewed manuscripts for Advances in Social Work in 2024. Without their time, commitment, and expertise, Advances in Social Work would not be possible. Margaret E. Adamek, Indiana University Susan Allen, University of Mississippi Juan Carlos Araque, University of Southern California Paul Archibald, College of Staten Island Sara S. Bachman, University of Pennsylvania Caroline Ban, Valparaiso University Rosemary Barbera, La Salle University Lauren Beasley, Georgia State University Amber Bell, Lincoln University of Missouri Natalie Bembry, Rutgers University Amy Benton, Texas State University Hanif Bey, East Stroudsburg University Tonya Bibbs, Erikson Institute Daniel Boamah, Western Kentucky University Valerie Borum, Ryerson University (2) Kassandra Botts, Independent Researcher Erin Boyce, Metro State University (2) Stephanie Bryson, Portland State University Jamie Burgess-Flowers, University of North Carolina (2) Jessica Cahill Hughes, University of Kentucky Jesse Capece, Rhode Island College Jean Carruthers, Queensland University of Technology Jill M. Chonody, Boise State University Michael Clarkson-Hendrix, Fredonia State University of New York (2) Laurene Clossey, East Stroudsburg University Jo Ann Coe Regan, Catholic University of America (2) Jessica Cole, Tulane University Susan A. Comerford, University of Vermont Dennis Cornell, Indiana University Carole Cox, Fordham University Tianca Crocker, University of North Carolina (2) Donnamaria Culbreth, Metro State University Jennifer Cullen, Widener University Dale Dagar Maglalang, New York University (2) Ashley Davis, Boston University Jennifer Davis, University of Akron Nickolas Davis, University of Detroit Mercy Bertha DeJesus, Millersville University Hannah Dickey, West Chester University Dana Dillard, Mississippi State (2) Danny Dixon, Carl Vinson VA Medical Center Jessica Donohue-Dioh, University of Houston Paul DuongTran, California State University Saadet Durmaz, Indiana University Michele Eggers, California State University Rafael Jacob Engel, University of Pittsburgh (4) Nina Esaki, Springfield College Aidan Ferguson, Southern Illinois University Joseph Ferrandino, Indiana University Northwest Fran Franklin, Delaware State University (2) ADVANCES IN SOCIAL WORK, Fall 2024, 24(3) v Dashawna Fussell-Ware, University of Kentucky Carolyn S. Gentle-Genitty, Butler University Lara Gerassi, University of Wisconsin Susan L. Glassburn, Indiana University Seth Gurell, Utah Valley University (2) Alicia Hatfield, University of Maryland Alicia Hawley-Bernardez, Our Lady of the Lake University Christopher Heckert, Eastern Washington University (2) Anthony J. Hill, Winthrop University Ariel Hooker Jones, Southern Illinois University (2) Carol Hostetter, Indiana University (8) John C. H. Hu, University of Alberta Ran Hu, Ohio State University Bassima Hussein Schbley, Washburn University Emily Ihara, George Mason University Jennifer Lee Isenberg Hammond, Indiana University Dorothea Ivey, University of Southern Maine (2) Elena Izaksonas, Metro State University (2) Alexandra Jacobs, University of Houston Andrea Joseph-McCatty, University of Tennessee Brian Kelly, Loyola University Amy Killen Fisher, University of Mississippi M. Killian Kinney, Pacific University Eric Kyere, Indiana University Walter La Mendola, University of Denver Stephanie Lechuga-Pena, Arizona State University Charles Leung, Beijing Normal University Kristen Faye Linton, California State University Diane Nicole Loeffler, University of Kentucky (2) Mavis Major, Walden University James Marley, Loyola University Stephen Marson, University of North Carolina Allison Mason, Northeastern State University Jennifer McChristian, Indiana University (2) Kristin McCowan, University of Missouri John G. McNutt, University of Delaware Kelly Melekis, University of Vermont Stacy C. Moak, University of Alabama (2) Matt Moore, University of Kentucky Mohammad Mostafizur Rahman Khan, Indiana University Addie Mungen, Albany State University Amy B. Murphy-Nugen, Western Carolina University Laura Mutrie, Quinnipiac University Gerald Myers, Simmons University Lirio K. Negroni, Florida Gulf Coast University Tammi L. Nelson, Indiana University Mina Margaret Ogbanga, University of Port Harcourt Erica Pence, Eastern Washington University Lujie Peng, University of Maryland Ebony N. Perez, Saint Leo University Katherine Perone, Western Illinois University Cathryn C. Potter, Rutgers University Gerald T. Powers, Indiana University Brie Radis, West Chester University Michael Rangel, SkyART Mary E. Rauktis, University of Pittsburgh Susan Reay, University of Nebraska at Omaha Kelley Reinsmith-Jones, East Carolina University Hostetter & Decker/FALL 2024 EDITORIAL vi Lynette Reitz, Montclair State University Dasha Rhodes, University of South Florida Jacoba Rock, Boise State University Jennie Ryding, University West (2) Alice Schmidt Hanbidge, University of Waterloo Elizabeth Sharda, Hope College (2) Ruth Shefner, Columbia University Dee Ann Sherwood, Western Michigan University (2) Tyson Singh Kelsall, Simon Fraser University Fabienne Snowden, Medgar Evers College Andrea Stallworth, Tuskegee University April Steen, Warner University Nathan Stephens, Illinois State University Anne L. Stewart, James Madison University (2) Paul H. Stuart, Florida International University Sabrina Sullenberger, Belmont University (2) Michelle Sunkel, Colorado Mesa University (2) Tayon Swafford, Indiana University (3) Phu Tai Phan, California State University (4) Lauren Terzis, Tulane University (2) Jelena Todic, University of Texas Alison Updyke, West Chester University Quenette Walton, University of Houston Lisa Werkmeister Rozas, University of Connecticut Amanda West, Univeristy of the Pacific Sandra Wexler, University of Pittsburgh (2) L. Justin Wheeler, Ohio University (2) Tiffany Wigington, Tarleton State University Shanika Wilson, North Carolina Central University Heather Witt, Boise State University Aaron Wyllie, University of Essex Joanne Yaffe, University of Utah Jimmy Young, California State University (2) References Barton, W. H., Folaron, G., Busch, M., & Hostetter, C. (2006). Satisfaction of contract provider agencies with a state's child welfare agency. 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