Review: The CQ Press' Career Guide for Public Sector Students (2020)

The CQ Press' Career Guide for Public Sector Students (2020) by Michelle C. Pantz is an informative book on careers in government and the nonprofit community. Geared towards undergraduate and graduate students, the booklet provides essential steps on finding your passion and the steps to pursue it. Professor Pautz (who has a background in public administration) guides the reader through an introduction to the public sector, recommended curriculum considerations, supplemental opportunities and experiences outside the classroom, and career profiles of individuals currently working in the public sector. Lastly, the book provides a career checklist with valuable insights on resume building, social media strategies, and networking.

This book has two major strengths. First, the application activities encourages readers to set personal and professional goals. These activities are motivating because you can discover new ideas and identify your academic and professional interests. Second, the curricular and co-curricular options enable students to develop a better understanding of how to tie their major and interests to the workplace. Too often, students believe they must major in traditional fields such as political science to pursue a successful career in the public sector. The truth is any major is sufficient as long as you gain knowledge and skills in the area that you wish to work. For example, a student who wants to specialize in social policy can major in, for example, sociology or social work, and link their research interests and co-curricular activities (e.g., internships, volunteer service) to a particular area within social policy (e.g., access to health care, poverty reduction, education, or labor). Employers care more about how your academic, research, and professional experiences can enhance the organization.

Once students have chosen their research area of interest, they should create an e-portfolio or master resume of their accomplishments in college. Professor Pautz suggests also graduate and professional school as an option to gain new skills and specialized knowledge as well as accelerate career growth. Examples form the booklet include earning a Master of Public Policy (MPP), Master of Public Administration (MPA), or Master of Urban and Regional Planning (MURP) for example. I would go one step further and recommend other applicable fields such as a Master of Social Work (MSW) with a specialization in macro practice, Master of Public Health (MPH) with a specialization in health education or health policy, or a Master of Arts in Education (MA) with a specialization in public policy. These programs exist and require extra diligence and effort on your part. Research the different programs' websites for admissions requirements, attend graduate school and career fairs in your region (e.g. Idealist Graduate Fair), or speak to career services at your alma mater.

Overall, this is a useful guide for any student or early career changer who is new to the public sector. It is well organized, practical with action items, and easy to follow. I would have found this book (less than 50 pages in length) very convenient during my undergraduate studies. 

Professional Certificates for Macro Social Workers

Lifelong learning is is important for personal and professional development. First, it enhances our understanding of the world around us. Second, it provides us with more opportunities for career advancement. Social workers and allied professionals in particular are required to obtain continuing education units (CEUs) for licensing renewal. CEUs are typically offered as a course, workshop, or webinar by universities, agencies, and associations. However, practicing macro social workers may encounter challenges in finding relevant content in macro practice settings (e.g., administration and leadership; advocacy and organizing; community-based initiatives; policy analysis and implementation; program development for organizations and communities; and research and evaluation). However, the majority of social work continuing education offerings are targeted for social workers in clinical or psychiatric settings. Generally, topics will focus on issues related to mental health and wellness with individuals and small groups. As a result, practicing macro social workers have to pursue a strategic approach towards continuing education that meets our needs.

What is the difference between a certification and a certificate?

Certification typically involves an exam administered by a third-party organization, such as the Association of Social Work Boards (ASWB). The ASWB offers five different types of exams for early-career social workers: Associate, Bachelor, Master, Advanced Generalist, and Clinical. The exams allow social workers to qualify for licensure in the states where they will work, depending on their level of education and practice area. For most professionals, certifications must be renewed on a regular basis. Obtaining relevant CEUs is part of the licensing renewal process. Certification recognizes achievement among professionals who meet the established knowledge, skills, and competencies in their industry.

Certificates are designed to respond to demand in a specific industry. These programs, which are offered for-credit or non-for-credit by educational institutions, follow a designated curriculum, have intended learning outcomes, and lead to an earned credential upon successful completion of the coursework. Certificate programs are typically shorter than master's programs. Since certificates are narrow in scope, the goal is for professionals to acquire specific knowledge, skills, and/or competencies.

For example, two top-ranked social work programs--University of Maryland and University of Michigan--offer several innovative macro-oriented professional certificate programs for social workers:

University of Maryland School of Social Work

• Financial Social Work Certificate Program
• Human Services Leadership and Management Certificate

University of Michigan School of Social Work

• Online Certificate Program in Mixed Methods Research
• Online Certificate Program in Political Social Work

I provided examples of the broad range of professional certificates available at educational institutions. CEUs can also be obtained at conferences and events sponsored by industry-specific associations. The following areas may be of interest to macro social workers:

• Global health and social development
• Higher education and student affairs 
• Intergroup relations and conflict resolution 
• Law and legal methods 
• Nonprofit management
• Program evaluation and assessment

Webinar: CSWE's Macro Social Work Practice Curricular Guide

The Council for Social Work Education (CSWE) presented a webinar on its publication, Specialized Practice Curricular Guide for Macro Social Work Practice (2015). The 300-page guide book categories macro social work under three primary focus areas: organizational administration; community organizing, and policy practice. It provides a comprehensive analysis of the nine professional competencies for macro social work practice.Each competency contains vignettes, case studies, classroom exercises, and additional resources for social work professors. The final section presents guidelines and frameworks for macro practice field education. The nine professional competencies for macro social work practice include the following:

1. Demonstrate Ethical and Professional Behavior
2. Engage Diversity and Difference in Practice
3. Advance Human Rights and Social, Economic, and Environmental Justice
4. Engage in Practice-Informed Research and Research-Informed Practice
5. Engage in Policy Practice
6. Engagement with Individuals, Families, Groups, Organizations, and Communities
7. Assess Individuals, Families, Groups, Organizations, and Communities
8. Intervene with Individuals, Families, Groups, Organizations, and Communities
9. Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities

 
This guide book is part of CSWE's Educational Policy and Accreditation Standards (EPAS). Printed copies are available for purchase at info [at] cswe.org. The webinar recording (September 4, 2019) can be viewed here.

Featured Reference Books about Macro Social Work

As students prepare for a new academic year, I have provided a list of featured books about macro social work. I hope that this list is useful to prospective students, current students, and practitioners in the field. If I am missing a reference, please post a comment. I will add the book after further review. 

General Reference

• Macro Social Work Practice: A Strengths Perspective - 2005
• Social Work Macro Practice (5th Ed) - 2011
• Unfaithful Angels: How Social Work Has Abandoned Its Mission - 1995

American Social Welfare History

• From Poor Law to Welfare States: A History of Social Welfare in America (6th Ed) - 1998
• In the Shadow of the Poorhouse: A Social History of Welfare in America - 1996
• Social Welfare: A History of the American Response to Need (8th Ed) - 2011
• The Road Not Taken: A History of Radical Social Work - 2002

Human Behavior in the Social Environment

• Diversity, Oppression and Social Functioning: Person-in-Environment Assessment and Intervention (3rd Ed) - 2011
• Human Behavior and the Social Environment, Macro Level: Groups, Communities, and Organizations (2nd Ed) - 2010
• Human Behavior in the Macro Social Environment (4th Ed) - 2013

Community Organization and Human Services Management

• Community Practice: Theories and Skills for Social Workers (3rd Ed) - 2011
• Effectively Managing and Leading Human Service Organizations (4th Ed) - 2013
• Handbook of Community Practice (3rd Ed) - 2012
• Management of Human Service Programs (5th Ed) - 2011

Policy Practice

• Affecting Change: Social Workers in the Political Arena (7th Ed) - 2009
• Becoming an Effective Policy Advocate (7th Ed) - 2013
• Social Policy for Effective Practice: A Strengths Perspective (3rd Ed) - 2014
• Social Welfare Policy and Social Programs (4th Ed) - 2015

Study: Elite Degrees Offer Little Advantage for African American Students

A research study from the University of Michigan found that a college degree from a highly selective college or university offers little advantage for African American graduates. White job applicants with a degree from an elite university had the highest response rate (nearly 18 percent), followed by black candidates with a degree from an elite university (13 percent). White candidates with a degree from a less-selective university had nearly the same response rate (more than 11 percent) as a black candidate from an elite university. Black job applicants with a degree from a less-selective university had the lowest response rate (less than 7 percent).

"These racial differences suggest that a bachelor's degree, even one from an elite institution, cannot fully counteract the importance of race in the labor market," said Gaddis, a postdoctoral scholar in the Robert Wood Johnson Foundation's Health Policy Scholars program at the School of Public Health. "Thus, both discrimination and differences in human capital contribute to racial economic inequality."

Furthermore, race results in a double penalty. When employers responded to black candidates, it was for jobs with lower starting salaries and lower prestige than those of white peers. Black applicants received responses for jobs with a listed salary about $3,000 less than white candidates.

Social Work and Cultural Competence

What is cultural competence? According to Wikipedia, cultural competence "refers to an ability to interact effectively with people of different cultures and socio-economic backgrounds, particularly in the context of human resources, non-profit organizations, and government agencies whose employees work with persons from different cultural/ethnic backgrounds." Teaching cultural competence has become increasingly important for educational and social work professionals who interact with individuals, families, groups, and communities from diverse and underrepresented backgrounds. The National Association of Social Workers (NASW) believe:

Culturally competent services are needed beyond race and ethnicity. Culturally competent social workers are also better able to address issues of gender and help persons with disabilities, older adults, gays, lesbians, bisexuals, and transgender people. A working knowledge of these groups’ cultures and values helps social workers tailor care so it is effective and appropriate for their clients’ needs.

Hall wrote an excellent article on teaching cultural competence in the classroom on The New Social Worker. Furthermore, the NASWpublished a standards guidebook about cultural competence in social work practice. For social workers preparing for the licensure exams, the Association of Social Work Boards (ASWB) define the terms diversity and cultural competence.

For Black Graduate Students, Does Pursuing an Advanced Degree Matter After Ferguson? (Vitae)

Unlike their white and Asian peers, black graduate students must grapple with how does their intellectual work matter when society views blacks, particularly black men, with contempt. Several black PhD students struggle with balancing their intellectual pursuits and urge to engage in activism -- service that could enhance their research and personal development as emerging minority scholars in academe. These concerns -- what does it mean to be black on campus and in America? should students ignore or fight against systemic racism? -- adds stress, anxiety, and fear.

Watching and reading about the killing of Michael Brown—followed by the indelible scenes of tear-gas canisters and armored tanks—she looked down at her research on theoretical cosmology and thought to herself: “I can’t do this.”

“Who cares about cosmic inflation during the first seconds of the universe’s existence when black people are getting shot left and right by police officers and vigilantes?” she remembers thinking. “I felt guilty. I wanted to go to Ferguson. I wanted to be a body in the streets and a barrier between the police and my people.”

Washington Post: Why Sally can’t get a good job with her college degree

Welcome back to classes! As you navigate your way through the fall semester (or quarter), focus on your academic and professional goals.

This article in the Washington Post examines the realities of college graduates who cannot find work in their field, particularly women who make up 60 percent of all college graduates in the U.S.

Poor Sally. She has spent tens of thousands of dollars and four long years to get her college degree and has $26,000 in student loans to pay off, yet she can’t find a job that puts her degree to good use. Sally and her parents may be asking whether college was “worth it.”

Sally epitomizes many of her fellow college graduates who wonder why college graduates can’t find good jobs.

The experts give all sorts of explanations for Sally’s plight.

One of the most perplexing and frustrating explanations is that Sally is over-educated....

This analysis leads to a final reason why Sally can’t get a good job with her college degree.

She has the wrong degree.

Students with traditional liberal arts degrees frequently find themselves underemployed, while students with degrees in science, technology, engineering and mathematics (STEM) have little trouble finding good jobs in their profession. Nine out of the top 10 least underemployed majors are in STEM (law is the exception).

Women, however, aren’t studying STEM. Biology is the only STEM degree among the top 10 most popular bachelor’s degrees for women, and it comes in slightly above English language and literature as a preferred degree. Moreover, women aren’t making up for this gap by studying science and technology in graduate school — not a single STEM subject makes it among the top 10 master’s degrees for women.

What Is Graduate School Via Photos

Whether you are pursuing a master's or PhD degree, this is a visual depiction of graduate school:

For those of you currently in graduate school, good luck on your final exams and papers!

Books about Diversity and Civic Engagement in Higher Education

One of my specialties is diversity and social justice in higher education. My research fall within two areas: (a) access and equity and (b) civic learning and democratic engagement. In honor of Careers in Student Affairs Month (October), I list my favorite books on these topics below.

This list will be continuously updated every year.

October is Careers in Student Affairs Month

Student Affairs. Student Life. Co-curriculum. Student Services.

What do these terms have in common? They focus on teaching and learning outside the classroom. This can be residence housing, campus dining halls, recreational activities, student organizations, service-learning, the list goes on. They support the academic mission of the higher education institution. Student affairs complement academic affairs. They educate the whole student (identity, cognitive, moral, affective, experiential, etc.) so that students can make meaning out of their experiences. Student affairs educators apply developmental theories that guide their work in providing services and inclusive spaces for college students.

Are you interested in pursuing a career in student affairs? Are you interested in applying to graduate programs in higher education and student affairs? Don't forget to browse my other links on student affairs:

Considering a Career in Student Affairs?

Functional Areas in Higher Education and Student Affairs

Careers in Student Affairs (courtesy of NASPA)

Infographic: Choosing the Right Graduate Degree

Does your future career require an advanced degree? Check out this cool infographic by GradSchoolHub on how to choose the right graduate degree:


Source: Choosing the Right Degree

Review: Getting your MSW - 2nd Edition (2013)

Getting Your MSW: How to Survive and Thrive in a Social Work Program - 2nd Edition (2013), by Karen Sowers (University of Tennesse-Knoxville) and Bruce Thyer (Florida State University), is a comprehensive survival guidebook published by Lyceum Books for prospective and current students interested in graduate social work (MSW) programs. This guidebook helps orient new students to the social work profession, the MSW admissions process, the organization and structure of social work education, state licensure requirements, and a listing of professional social work organizations in the United States. This edition has four new features:

• Extended table of contents for quick and easy reference
• Employment resources for today's economic climate (including job search strategies)
• Information on the use and relevance of technology in social work education
• Content on MSW  programs and field work opportunities

Like the previous edition, this book provides a clear and concise overview of MSW social work programs. It continues to be a recommended reference for social workers in the early stages of their career. I enjoyed the chapter about the MSW curriculum and field education, which goes into detail on the Council on Social Work and a basic overview of the Educational Policy and Accreditation Standards (EPAS). Students will thrive much better in graduate school if they have a solid understanding of the MSW curriculum.

Unfortunately, the guidebook is biased towards clinical social work. It does not provide adequate resources for social work students who want to pursue careers in macro practice (organizations, communities, and public policy). There is an appendix section on how to earn the LCSW in Florida. While this process is helpful for students in Florida, other students would be wise to look up license requirements in their state of employment (such as Social Work License Map). Your state board of social work would also provide application materials and instructions for licensure. Overall, this is a wonderful reference to keep for graduate school. Students may have to look to other books for macro social work-specific employment information and professional organizations. I was very disappointed that the Association for Community Organization and Social Administration (ACOSA) was not mentioned in the appendix of professional social work organizations.

Reflections on Second Semester in Higher Education Master's Program

I am officially on summer break from graduate school. I earned a 4.0 GPA for the winter semester (woo-hoo!). This was a very stressful semester (one of my classes alone assigned nearly 300 pages of reading per week!), but I am thrilled with the progress I have made in the higher education master's program. I also enrolled in a second doctoral course about the sociology of race, ethnicity and immigration. Despite my initial concerns in the first month, I was encouraged to write critical analyses of social theories and apply them to historical and contemporary issues. This course also demonstrated that I have the preparation to apply to doctoral programs in the future. I have learned so much about myself and have a finer grasp of my academic and professional interests. I know that I want to eventually pursue a career in higher education administration and policy. I also like studying social problems and proposing socially-just policy recommendations. Currently, my academic interests are access and equity, diversity in higher education, social justice education, student retention, and community engagement. I am leaning towards pursuing a career in academic and educational affairs (the curricular component in higher education). Meanwhile, I have (less than) four months of freedom to catch up on book reviews, reflect on my own personal development, and pursue my hobbies in this gorgeous warm weather. It is my time to  relax at my own pace. I will resume graduate school in September 2013.

NPR: More College Students Choose to Major in Black Studies

This post will focus on Black History Month. Below, I include links that I found across the Internet that may interest students and practitioners. This list will be continuously updated throughout the month of February:

• Although this NPR interview was conducted in 2010, the topic demonstrates that African American Studies has come a long way. Its recognition as a legitimate academic field of study is well-deserved.
• In 2012, the Chronicle of Higher Education also wrote about the current trajectory of African American Studies doctoral programs in the United States.
• InsideHigherEd.com contributed an article about the trouble with black studies as a discipline in higher education. 
• This e-book introduces students to African American Studies.
• Since February is Black History Month, I also recommend this blog that focuses exclusively on African American history and culture. It includes references, links, and other information about the African American experience.
• Martha St. Jean interviewed Patricia Reid-Merritt, professor of social work and African studies,  whose book, Righteous Self-Determination: The Black Social Work Movement in America (2010), chronicles the history of Black social workers who organized a national movement to confront racism at the height of the Civil Rights and Black Power Movements in the United States.
• U.S. Post Service celebrates Rosa Parks' 100th birthday with Forever stamp. 
• I also highly recommend people visit the Smithsonian exhibit, Changing America: The Emancipation Proclamation, 1863 and the March on Washington, 1963 (December 14, 2012 - September 15, 2013) at the National Museum of American History. 
• University of Michigan's LSA Today revisits the Black Student Union protest in 1968.
• A statue of civil rights icon, Rosa Parks, was unveiled at the U.S. Capitol—the first full-size statue of an African-American woman in the halls of Congress. Stay tuned for updates. 
• Diverse Issues in Higher Education found that Black History Month is not universally supported.

University of Michigan LSA Semeter Theme for Winter 2013: Understanding Race

The College of Literature, Sciences, and the Arts (LSA) Semester Theme for Winter 2013 is Understanding Race at the University of Michigan.

Few subjects provoke as strong a visceral response as the topic of race. One-hundred-and-fifty years after the United States was nearly fractured by the battle over slavery and more than a half-century since the modern Civil Rights Movement emerged, the University of Michigan is launching the Understanding Race Project.

From January through April, an extensive range of public exhibits, performances, lectures, symposia and more than 130 courses in several disciplines will explore the concept of race and its impacts. The historical, cultural, psychological and legal interpretations of race will be examined from both national and global perspectives.

Highlights of the project include the "Race: Are We So Different?" exhibit developed by the American Anthropological Association and the Science Museum of Minnesota and "IndiVisible: African-Native American Lives in the Americas," a Smithsonian Institution Traveling Exhibit.

Click here for more information about the Understanding Race Project.

The goals of the Understanding Race Project include an exploration of the idea of race as a social construct that has no biological basis, and as an idea that grows in meaning when examined at the intersections of other identities, such as gender, sexuality, socioeconomic status, and religion. The Understanding Race Project offers myriad opportunities for conversations about race, emphasizing student engagement, highlighting local experience and expertise, and looking beyond the black/white dichotomy. (College of Literature, Science, and the Arts)

Infographic: Most Popular College Majors

Edudemic published an infographic of the most popular college majors by gender and area. When I look back at my own undergraduate study, I definitely followed the most popular major route for women.  I am also surprised that business and economics did not make the top college majors for men.

In the academic year of 2009-10, a total of 1,650,014 college and university students earned their Bachelor's Degree. That's 33% more than graduating class 10 years earlier. Well over half of those graduating were female students (57.2%).

Figure 1: Bachelor's Degrees Awarded by Degree Granting Institutions

• 22% Business (management, marketing, personal and culinary services)
• 10% Social Studies (social sciences and history, excluding psychology)
• 08% Healthcare (health professions and related programs)
• 06% Education
• 06% Psychology
• 06% Visual and performing arts

Figure 2: Most Popular Bachelor's Degrees for Females

• 88% Human Sciences/Family and Consumer Sciences
• 85% Health Professions
• 82% Social Services
• 80% Education
• 77% Psychology

Figure 3: Most Popular Bachelor's Degrees for Males

• 83% Engineering and engineering technologies
• 82% Computer sciences
• 59% Physical sciences
• 53% Recreation/fitness studies
• 51% Agriculture

Among professional master's degrees awarded by degree granting institutions in 2009-10, education is the most awarded degree, followed by business (#2), and health professions (#3). Engineering (#4) and public administration and social services (#4) roughly awarded the same number of degrees. 

NYTimes: For Poor, Leap to College Often Ends in a Hard Fall

As much as policymakers talk about earning a college degree is a great equalizer for upward mobility, it is often not a smooth transition for low-income and first-generation students according to the New York Times. Without proper guidance and support, this group is most likely to drop out of college and face staggering college debts that cripple their lifetime earnings.

Low-income strivers face uphill climbs, especially at Ball High School, where a third of the girls’ class failed to graduate on schedule. But by the time the triplets donned mortarboards in the class of 2008, their story seemed to validate the promise of education as the great equalizer. Angelica, a daughter of a struggling Mexican immigrant, was headed to Emory University. Bianca enrolled in community college, and Melissa left for Texas State University, President Lyndon B. Johnson’s alma mater. “It felt like we were taking off, from one life to another,” Melissa said. “It felt like, ‘Here we go!’ ” Four years later, their story seems less like a tribute to upward mobility than a study of obstacles in an age of soaring economic inequality. Not one of them has a four-year degree. Only one is still studying full time, and two have crushing debts. Angelica, who left Emory owing more than $60,000, is a clerk in a Galveston furniture store. Each showed the ability to do college work, even excel at it. But the need to earn money brought one set of strains, campus alienation brought others, and ties to boyfriends not in school added complications. With little guidance from family or school officials, college became a leap that they braved without a safety net. The story of their lost footing is also the story of something larger — the growing role that education plays in preserving class divisions. Poor students have long trailed affluent peers in school performance, but from grade-school tests to college completion, the gaps are growing. With school success and earning prospects ever more entwined, the consequences carry far: education, a force meant to erode class barriers, appears to be fortifying them.

Reflecting on my Higher Education Goals

In case this is your first time visiting my blog, I am currently pursuing a master's degree in higher education.  Previously, I recently completed my master's degree in social work (emphasis on macro practice, i.e. working with communities and organizations to effect social change). Although my original career interest was community interest, I began to explore diversity issues in higher education during my social work field placement. I had a strong desire to return to my educational roots (my undergraduate degree is in K-12 education policy) and decided to switch my career interest to higher education administration. I finished my first term in the higher education master's program with a 3.85 GPA (hoo-ray!). I am proud of this accomplishment because it made me realize that education could become my niche. My research and policy interests so far focus on these six areas:

• Access and equity
• Civic engagement
• Institutional diversity
• Social capital and social mobility
• Social justice pedagogy
• Student retention and success

Once I graduate, I want to work in student affairs as an academic advisor, project coordinator, or program manager at a four-year institution. Later, I will become an education policy expert on issues affecting access and equity among socially disadvantaged and underrepresented students. I may even pursue a PhD in Education and/or Sociology along the way to explore these areas in greater depth. If there are social work students who are strongly considering a career in student affairs, I will also try to obtain my full license in macro social work practice so that I can become a mentor to these students. I know the social work profession needs more licensed macro social workers who can train the next generation of social reformers!

To end on a good note, I am proud of myself and look forward to a good year in 2013. Merry Christmas and Happy New Year!

More General Graduate Admissions Advice

Before you apply to graduate school, ask yourself these seven questions:

1. Why do I want to go to grad school?

2. Why do I want to do this now?

3. What type of academic or professional degree am I seeking?

4. In what geographic region do I want to study?

5. What type of learning and student experience am I seeking?

6. Will significant others, a spouse, or children impact my plans?

7. Should I consider a full-time or part-time program?

Other related articles include four myths debunked and critical steps in finding the right graduate program. InsideHigherEd's GradHacker posted a two-part series: financing and selecting a graduate school program.

Although the links below focus on doctoral programs, I believe the admissions advice is also relevant for master's programs:

• Advice for Graduate Students (Google Sites)
• Advice for Ph.D. Program Applications (Philip J. Guo)
• Graduate School Application Advice (Google Sites)
• Graduate School Tips
• Writing Your Statement of Purpose (GradHacker)