School of Social Policy & Practice

Founded as one of the nation's earliest schools of social work in the United States, the School of Social Policy & Practice (SP2) has trained social work professionals for over 110 years. In the 21st century, its scope expanded to include public policy and nonprofit leadership as natural extensions of applied social research. Today, SP2 offers masters programs in social work, public policy, and nonprofit leadership; doctoral programs in social welfare and clinical social work, and a wide range of certificate programs and specializations. The school is home to several research centers, including the Center for Carceral Communities, the Center for Guaranteed Income Research, the Center for High Impact Philanthropy, the Center for Social Impact Strategy, the Center for Social Mobility and Prosperity, the Field Center for Children's Policy, Practice and Research, and the Ortner Center on Violence and Abuse. Faculty and graduate work is rooted in social justice, community care, and advancing equity-based policies worldwide.

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Now showing 1 - 2 of 2
  • Publication
    Black Faculty in Predominantly White Schools of Social Work: A Qualitative Assessment
    (1983) Davis, Larry; Freeman, Phyllis; Carter, Louis H; Cartwright, Ramón
    The researchers conducted a national survey of Black faculty members at predominantly white schools of social work. Two basic questions guided the search effort: (1) What are the principal roles and responsibilities of Black faculty? and (2) To what extent do Black faculty members perceive themselves as receiving sufficient professional satisfaction, respect, and support? Analysis of questionnaire responses indicated significant differences in the responses among Black faculty based on factors such as sex, academic rank, and tenure.
  • Publication
    A Qualitative Look at Black Female Social Work Educators
    (1982-03-01) Davis, Larry; Cartwright, Ramón; Freeman, Phyllis; Carter, Louis H
    This article reports the finding of a research effort which attempted to assess the qualitative experience of black female faculty in schools of social work. The data reported is part of a larger data set collected on social work faculty as a whole. The authors report some basic demographics on black females, but focus mainly on the roles that these women perform in schools of social work and how satisfied they are in these positions. It appears that significant numbers of black female faculty members are on "soft money" with fewer teaching Social Policy and Administration courses than might be expected. As a group these females are less satisfied with their academic positions than are their black male counterparts. However, when "degree held" is controlled for, it is black females without the doctorate who are significantly less satisfied than men. No such relationship was found to exist for males. Finally, the authors attempted, via a regression model, to assess which group of relevant others, faculty, administrators or students, as a function of their interactions, contributed most significantly to the satisfaction levels of black female faculty. Results from these analyses suggest that with respect to intespersonal interactions, white faculty have the greatest affect on the reported job satisfaction levels of black females.