Equity Case Studies Report - School of Social Work - University of ...

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UBC school of social work equity and diversity strategic plan: A compilation of case studies 73 Scholarship In addition to the need to address inequity concerns in student access and retention, financial support and opportunities are essential, as financial strain is another barrier for many students who have faced marginalization. The School of Social Welfare at UC Berkeley includes improving scholarships as one of the goals in their Equity, Inclusion, and Diversity Strategic Plan. For example, the School has increased awareness among underrepresented applicants of financial aid opportunities that exist in the School of Social Welfare by conducting informational sessions and application workshops throughout the fall for prospective applicants to learn about financial aid options and application procedures. Due to the implementation of this strategy, and as a result of expanded financial support opportunities, the School has seen an increase in the number of underrepresented enrolees. At U of M’s Faculty of Social Work, an example of strategies aimed at addressing financial barriers includes funding that applicants from the Access programs have been able to obtain, such as the Band Sponsorship and the Study Assistance for Social Allowance Recipients (SASAR). Additionally, students with insufficient outside funding have gained financial assistance through the Manitoba Student Financial Assistance Program. Some of these students also received a non-repayable Access bursary. A component of the Faculty’s practices in supporting students through this process is the Financial Support Staff and Counsellors available through the Access program who provide consultation. For Aboriginal students there is an Esther Seidl Scholarship for those who have completed the coursework and are working on the thesis portion of the program. Other awards, scholarships, and bursaries targeting minoritized and underrepresented students include the Elizabeth Hill Scholarship (for individuals who have a special interest in mental health services for Aboriginal children and their families, with
UBC school of social work equity and diversity strategic plan: A compilation of case studies 74 preference is given to Aboriginal students), the Margaret Mary Burns Bursary (for students enrolled in the MSW Program who demonstrate financial need), the Margaret Tobin Bursary for single parents, the MASW Single Parent Bursary, and the MASW Affirmative Action Bursary. The University of Sydney also provides examples of addressing the need for financial support to minoritized students. Various scholarships and bursaries are available to Social Work students identifying as minoritized at the undergraduate and graduate levels. The financial assistance packages range from government funded scholarships to the university’s scholarships based on secondary school examination results, and other achievements such as leadership and creativity. For example, the Walter & Eliza Hall Scholarship in Social Work ($6000) is available to persons currently receiving government financial assistance to “ensure the absence of money does not stand in the way of a selected person's ability to achieve their maximum potential, in terms of a formal tertiary education” (The University of Sydney, Faculty of Education and Social Work, 2012). In addition to the examples from the individual case studies, it is crucial to acknowledge that even with the availability of various scholarships, bursaries, and funding, what is recognized as contributing to universities is based on Euro-western values. As Iverson (2007) elucidates, “White racial experience… [is used] as the normative standard for progress and success in higher education” (p. 588). This can be yet another obstacle, and may affect minoritized candidates applying for financial aids. Sinclair (2003) discusses how it can be challenging for Indigenous scholars to receive support and funding in their attempts to approach their research in a way that honours Indigenous worldviews and practices because they are expected to meet Euro-western research requirements and concepts of what constitutes ‘legitimate’ academic research. These challenges can also be applied to other minoritized students and faculty trying to conduct
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