EPI: The Devastating Impact of the Coronavirus Disease (COVID-19) on Black Americans

The Economic Policy Institute, a progressive-leaning research think tank, released a report entitled "Black workers face two of the most lethal preexisting conditions for coronavirus—racism and economic inequality" (June 1, 2020). The report examines the economic and health effects of the COVID-19 pandemic on black workers (click here for the press release). Key findings revealed that:

• Black workers are less likely to continue working from the safety of their homes;
• Black workers are more likely to be classified as essential workers and face health insecurity as a result;
• More than one in six black workers lost their jobs between February 2020 and April 2020;
• Black workers are disproportionately more likely to live in areas experiencing COVID-19 outbreaks;

Black workers are more likely than other workers of other races to be employed in front-line occupations (e.g., public transit; child care and social services; trucking, warehouse, & postal service). The devastating effects of COVID-19 are a reflection of persistent economic and health disparities in the black community. Underlying factors exacerbating the economic and physical well-being of Black Americans include historically higher unemployment rates, significant black-white wage gaps, benefits gaps, lower shares of black households with multiple wage-earners, higher shares of households with single parents, less cash reserves, higher incidence of pre-existing health conditions, less access to medical care and health insurance, higher proportion of families living in densely populated housing, and higher proportion of multigenerational households with older family members at risk of contracting the virus. Although Congress passed the CARES Act in late March 2020 to ameliorate the disease's economic impact on workers and families, the response has yielded uneven results because of differential access to the resources. Racial disparities also exist in who has access to computer and broadband Internet subscription in their home and access to bank accounts.

Black Americans continue to make up a disproportionate number of reported COVID-19 deaths. Congressional leaders, municipal leaders, health care experts, and community organizations should use these findings to develop interventions that will help reduce the disparate racial impact of the COVID-19 disease. These factors revealed how the ongoing effects of racism can produce unequal outcomes in access to employment, health care, and housing. For more information about the impact of COVID-19 on Black Americans, check out the links below:

• American Medical Association: Why African American communities are being hit hard by COVID-19
• Centers for Disease Control and Prevention: COVID-19 in Racial and Ethnic Minority Groups
• Pew Research Center: Black Americans face higher COVID-19 risks, are more hesitant to trust medical scientists, get vaccinated
• The Washington Post: Disproportionately black counties account for over half of coronavirus cases in the U.S. and nearly 60% of deaths, study finds

Higher Education's Response to Coronavirus Disease (COVID-19) from an Equity Framework

Many countries have temporarily shut down many anchor institutions during the global COVID-19 pandemic. The deleterious effects of the COVID-19 pandemic is nowhere more apparent than in the higher education sector. The respiratory disease compelled many colleges and universities to cancel in-person classes, close residential halls and food courts, suspend in-person events and athletic competitions, and shift to remote learning and work arrangements mid-way through the spring terms. Campus leaders are grappling everyday with how to properly direct their students, faculty, and staff through such unprecedented times. While many college campuses announced plans to reopen in the fall with social distancing policies in place according to municipal, state, and federal guidelines, other institutions are considering virtual or hybrid (a combination of virtual and in-person) classroom formats.

Below is a list of relevant online resources that will aid provosts, senior administrators, department chairs, faculty, and student affairs professionals during this catastrophic crisis. It is essential that colleges and universities include an equity framework in their COVID-19 response. Our most vulnerable populations--African Americans, Latino/as, senior citizens, and the economically disadvantaged--are at a higher risk of contracting and dying from the disease. Click here to read an overview of federal resources to the COVID-19 pandemic.

Higher Education Guidance, Resources, and News

• Centers for Disease Control and Prevention: Interim Guidance for Administrators of US Institutions of Higher Education
• U.S. Department of Education: COVID-19 ("Coronavirus") Information and Resources for Schools and School Personnel
• American Association of University Professors (AAUP): Coronavirus Resources: Statements, Guidance, Webinars, Chapter Action, and Collaboration with American Federation of Teachers (AFT)
• Midwest Higher Education Council: Coronavirus (an expansive listing of federal, state, and association responses to COVID-19)
• National Conference of State Legislatures: Higher Education Responses to Coronavirus (COVID-19)
• Inside Higher Ed: Live Updates: Latest News on Coronavirus and Higher Education

COVID-19 and Equity Considerations

• American Medical Association: COVID-19  health equity resources 
• American Public Health Association: COVID-19 and Equity
• Center for Urban and Racial Equity: Equitable Response Community Commons
• The Education Trust: A Higher Education Equity Agenda in Response to COVID-19
• National Association for the Advancement of Colored People: Coronavirus Equity Considerations
• Inside Higher Ed: The Challenge of Equity in Higher Education Under COVID-19

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