Ms. Johnson, I’m not sure you understood the questions in the assignment. None of the questions were answered appropriately and there were multiple typographical errors that made comprehension difficult.
After reading the article for this Module, answer the following questions:
1. What are your general thoughts about the Circle and the impact it had on each of the authors?
2. How would something like the Circle be helpful for students in the School of Social Work?
3. What specific part of the process that the authors engaged in as part of the Circle do you think would be most helpful and why?
4. Would being in a Circle be beneficial for male and female students equally or would one group benefit more? Why?
An Accountability Sistah Circle
What are your general thoughts about the Circle and its impact on each of the authors?
The ASC model emphasizes the survival strategy and advancement for scholars underrepresented in poor higher education structures and systems. It also addresses the individualistic needs of feminism in a virtual society for accountability and support. The power of the ASC model enhances discord by transcending personal views and promoting a safe environment to disentangle individual challenges from the goals and objectives of a group. The ASC model article was a challenge to the feminine authors because earning a doctoral tenure and promotion in African American social work, community, and collaboration (Denise et al., 2017). It also requires substantiating their understanding of social networking, mutual aid, affiliation network, self-help, and community-centered strategies to address gender inequalities and racism.
2. How would something like the Circle be helpful for students in the School of Social Work?
Social work students can become knowledgeable about the intersectionality of race and gender. However, to African American women, it might negatively comment on their personality because they are perceived as irrational and emotional; thus, a feeling of isolation in classroom discussion. It can also enable them to learn gender norms and embrace cultural diversity through emancipating social interactions. That is likely to occur due to masculine values over feminine and racial inequalities where white students are granted favoritism and tend to criticize the African American racial identity, gender, culture, and reasoning capabilities.
3. What specific part of the process that the authors engaged in as part of the Circle do you think would be most helpful and why?
The Sistah no. 2 illustrated that searching for an academic parent was a significant effort toward attaining a doctorate in social work. The author’s experience in the Circle expounds on how doctorate social work researchers devote their lives to academic success and build social relationships with his parents and Sistahs within the Circle. The Sistah concept circle also implies the struggle that Ph.D. and Doctorate students undergo through proving and defending their dissertations. It is vital to reconstructing one’s social interaction ability within the Circle to get empowerment and become accountable in leadership.
4. Would being in a Circle be beneficial for male and female students equally or would one group benefit more? Why?
The masculine and feminism can have mainstreamed added advantages on enrolling into the Sistah circle system because it encourages individual participation in unveiling their experiences in life. They can probably build social linkages to get counseling and educational empowerment within the Circle. The Circle promotes commemorations of students’ little achievements; thus, males and females students can get motivational phrases from their colleagues and doctoral lectures. That is achievable through unveiling their family financial constraints and experiences and racial segregation issues to their mentors and lecturers who can find solutions and improve their performance in school.
References
Denise et al. (2017). An Accountability of Sistah Circle. The Power of Sum, 54(1), 4-13. https://www.tandfonline.com/doi/full/10.1080/10437797.2017.1336139 (Links to an external site.)
