race and ethnicity

In this study, we evaluated the Homework Starts with Home (HSWH) pilot program by describing who was served by the program, how many years of support program participants received, and the effect of the program on the use of shelters, school mobility, and school attendance.

This issue, created in partnership with the Center for Regional and Tribal Child Welfare Studies at the University of Minnesota–Duluth, reflects CASCW’s belief that the field needs to move beyond this to examine how culture can be used to make a difference in our work with all families.

The focus of this issue of CW360 is confronting racism in child welfare and finding engaged solutions. In this issue, we explore the historical and ongoing racism embedded in the child welfare system. Additionally, authors offer approaches and possible solutions to address racist practices and policies that continue to cause harm.

The purpose of this study was to better understand the academic and justice system-related outcomes of out-of-school suspension, and whether these outcomes were related to other factors, such as involvement in Child Protective Services (CPS) and BIPOC (Black, Indigenous, and Person of Color) identity.

The purpose of this brief was to attempt to answer the question: Why are racially minoritized K-12 students much more likely than White students to be petitioned to court for being absent from school, even when they miss the exact same number of days of school?

The purpose of this brief was examine factors predicting the likelihood of and number of out-of-school suspensions (OSS), focusing on ethnicity/indigeneity and Child Protective Services (CPS) involvement. We investigated whether the association between CPS involvement and out-of-school suspension varied by ethnicity.