Quantocentric culture: Ramifications for social work education

McCoyd, Judith L. M., Johnson, Yvonne M., Munch, Shari and LaSala, Michael (2009) Quantocentric culture: Ramifications for social work education. Social Work Education, 28 (8). pp. 811-827. ISSN 0261-5479

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Abstract

Social work students' responses to research tend to reflect their anxiety about the acquisition of competency in statistics and research methods. Their desires to attain social work education and subsequently become practitioners are viewed by them as at odds with research as taught. Yet, within the current quantocentric culture—which the authors define as one in which quantitative research methods are privileged over other lines of inquiry—social work education is increasingly emphasizing research as a central component of practice. Using a ‘culture as disability’ framework to understand quantocentric culture and its impact on the educational environment, we suggest an educational approach designed to interest students in a broad view of research allowing for the wholehearted inclusion of non‐quantitative and practice‐related facets of research. The approach encourages students to: (a) fully articulate their perceptions of research, both positive and negative; (b) link these views and experiences to the anti‐oppressive social work literature and to examine research methods from the perspective of quantocentrism; and (c) develop an inclusive typology of research that integrates qualitative approaches encompassing historical, philosophical, narrative and other avenues that are relevant to their future social work practice careers.

Item Type:	Article
Uncontrolled Keywords:	anti‐oppression,integration of learning,research training,teaching,learning,sdg 4 - quality education ,/dk/atira/pure/sustainabledevelopmentgoals/quality_education
Faculty \ School:	Faculty of Social Sciences > School of Social Work
Depositing User:	Pure Connector
Date Deposited:	16 Nov 2016 17:00
Last Modified:	03 Aug 2023 14:30
URI:	https://ueaeprints.uea.ac.uk/id/eprint/61399
DOI:	10.1080/02615470802478238

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