Abstract
Background
Despite continuous reports showing the overrepresentation of Black children in the child welfare system in Ontario, Canada’s most populous and ethnically diverse province, knowledge in the factors contributing to this issue remain scarce.
Objective
This study aimed to explore questions relating to caseworker’s training on ethnocultural diversity in connection with racial disparities and overrepresentation of Black children in child welfare services.
Participants and settings
This two-fold mixed-methods study included (1) a qualitative methodology based on four focus groups with child welfare caseworkers from a Children’s Aid Society (CAS) in Ontario and community facilitators (N = 24), and (2) an analysis of academic curriculums from all 36 Ontarian colleges and universities offering social work programs.
Methods
We used an innovative and complementary mixed-method design based on grounded theory.
Results
Results from categorical content analyses with NVivo revealed that community facilitators perceived a lack of ethnocultural competency amongst CAS caseworkers. Similarly, CAS caseworkers reported inadequate training on ethnocultural diversity during and following their post-secondary education (college or university). Corroborating these findings, results from documentary analyses of Ontarian university and college curriculums in social work revealed that barely one in two programs had a mandatory course on cultural issues.
Conclusions
This study reveals a need for additional efforts to provide adequate training to child welfare caseworkers on ethnocultural diversity, starting with undergraduate training programs, in order to understand and tackle the overrepresentation of Black children in child welfare services. Implications for policy and practice are discussed.