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The histories of Black and Mexican communities, often viewed in isolation, are richly interconnected. These narratives, woven through shared struggles and cultural exchanges, present a tapestry of resilience and solidarity that deserves exploration and recognition. This blog post delves into the profound connections between these two communities, highlighting their historical intersections and the lessons they offer for a more inclusive and understanding future.

Shared Colonial Legacies

Both Black and Mexican histories are profoundly shaped by colonialism. When the Spanish colonized Mexico, they enslaved indigenous populations to provide coerced labor. However, as we know, the diseases brought to North America through European settlers, eventually killed off many native Mexicans, resulting in labor shortages. The transatlantic slave trade forcibly brought Africans to the Americas, including Mexico, where they mingled with the indigenous and Spanish populations. The mixing of Africans with Mexicans resulted in Spanish colonizers creating a caste system, based on skin color, which has continued to feed discrimination through colorism in both Mexico and the United States. Mexico’s own colonial history under Spain also parallels the African experience, marked by oppression and resistance. This shared legacy forms a foundational bond between the two communities.

The Afro-Mexican Experience

One of the least known yet significant aspects of Mexican history is the Afro-Mexican experience. Africans were brought to Mexico as slaves during the colonial era and played a crucial role in the cultural and economic development of the nation. Their contributions, often overlooked, are an essential part of Mexican history and a point of connection with the broader African diaspora. In today’s diverse and interconnected society, individuals of Black and Mexican heritage are weaving together a unique identity that transcends traditional boundaries. These mixed heritage individuals often navigate the complexities of not feeling entirely “Black” or “Mexican,” reflecting a broader conversation about belonging and identity in a multicultural world. This reality underscores the importance of fostering a sense of belonging and acceptance, celebrating the joy found in unity and the strength in our diversity.  Both Black and Mexican communities, through shared experiences and histories, are reminded of the importance of working together to embrace the full spectrum of our collective identity. By acknowledging and valuing the contributions and struggles of Afro-Mexicans, we can move toward a more inclusive understanding of what it means to belong. This journey towards mutual recognition and respect is not only about acknowledging the past but also about building a future where every individual can find joy in the rich tapestry of their diverse heritage. 

Solidarity in Struggles for Freedom

Both communities have a long history of resistance against oppression. Notably, Mexico abolished slavery in 1829, becoming a sanctuary for African American slaves via the Underground Railroad. This act of solidarity is a poignant chapter in the shared narrative of these communities, highlighting a common struggle for freedom and human rights. This chapter of history serves as a powerful testament to the bonds of solidarity that have long existed between Black and Mexican communities, united in their common pursuit of justice and human rights. The struggle for equality and dignity, however, extends far beyond the annals of history and continues to be a pressing reality for both communities in the contemporary United States. Systemic oppression manifests in myriad ways, disproportionately affecting people of color across every aspect of society. The battlefields are numerous, spanning from healthcare, where bias in medical treatment remains a grim reality, to the workplace, where discrimination stifles opportunities and growth. The economic injustices faced by these communities are stark, with many individuals grappling with the harsh realities of insufficient wages, food insecurity, and limited access to essential services.  Moreover, the drug epidemic has ravaged communities of color, exacerbated by policies that often criminalize rather than provide help to those affected. These issues are not isolated incidents but rather symptoms of deeply ingrained systemic biases that continue to perpetuate inequality and hinder the collective progress of Black and Mexican communities. In the face of such challenges, the spirit of resistance and the resolve to fight for a just and equitable society remain undiminished. The historical acts of solidarity, such as Mexico’s early abolition of slavery, serve as a beacon of hope and a reminder of the power of unified action against oppression. Today, as both communities continue to navigate the complexities of systemic injustices, the imperative to stand together has never been more critical. By drawing on their shared history of struggle and resilience, Blacks and Mexicans can forge a powerful alliance, advocating for systemic change and working tirelessly to dismantle the barriers that have long divided and diminished them. The collective fight against systemic oppression is not only a matter of historical significance but a continuing endeavor that demands courage, solidarity, and an unwavering commitment to justice. As both communities look to the future, they do so with the knowledge that their unity strengthens their voice, amplifies their impact, and brings them closer to realizing the promise of equality and freedom for all. 

Cultural Exchanges and Influences

The cultural interplay between Black and Mexican communities, particularly prominent in border states, has been a vibrant force of mutual influence and enrichment. This dynamic exchange spans across various domains, including music, art, culinary traditions, language, and religious practices, creating a rich mosaic that mirrors the diverse heritage of African, Indigenous, and Spanish influences. These cultural interactions are not just superficial exchanges; they are profound demonstrations of how communities can come together, learn from one another, and create something unique and powerful in the face of adversity and historical challenges.  In music, for example, the infusion of African rhythms with traditional Mexican music has given birth to new genres that resonate with people globally. The blend of African drumming techniques with indigenous Mexican sounds has contributed to the evolution of rich musical traditions such as Son Jarocho and Mariachi, which incorporate elements like call-and-response, a staple in African and African American musical forms. These musical fusions not only entertain but also tell stories of shared struggles, hopes, and celebrations, fostering a deeper understanding and appreciation among communities.

Artistically, both communities have shared a canvas of resistance and expression, with muralism being a prominent example. Mexican muralists like Diego Rivera influenced African American artists during the Harlem Renaissance, inspiring them to use their art as a tool for social change. Conversely, the political and social themes explored by African American artists have found resonance in Mexican artistic movements, encouraging a cross-cultural dialogue that challenges oppression and celebrates identity.

Culinary traditions offer another delicious testament to cultural exchange, with African and Mexican cuisines melding in border regions to create unique flavors that have enriched the American culinary landscape. Dishes that combine traditional African spices with Mexican ingredients showcase the innovative ways communities have blended their culinary heritage, creating new traditions that are celebrated and enjoyed by diverse populations.

Language and religious practices also reflect this cultural synthesis, with shared words, expressions, and spiritual beliefs that underscore the deep connections between Black and Mexican communities. This linguistic and spiritual melding has facilitated a shared sense of identity and belonging, bridging cultural gaps and fostering a sense of unity.

The importance of these cultural exchanges lies not only in the beautiful and diverse traditions they have created but also in their ability to foster mutual respect, understanding, and solidarity between Black and Mexican communities. By embracing and celebrating each other’s cultures, these communities have demonstrated how diversity enriches society, making our world a more interconnected and empathetic place. The legacy of these exchanges is a powerful reminder of the strength found in unity and the beauty of cultural diversity, teaching us invaluable lessons about resilience, creativity, and the enduring power of community.

Civil Rights and Political Alliances

Throughout the 20th century, the intertwined narratives of the Black and Mexican communities in the United States were significantly marked by their joint endeavors in the civil rights movement. Figures such as Cesar Chavez and Martin Luther King Jr. not only recognized the parallel challenges faced by their respective communities but also championed the cause of unity in their collective struggle against the systemic barriers of racial and economic injustice. Their leadership underscored the power of solidarity, highlighting how alliances between these communities were instrumental in pushing forward the agenda for equal rights and social justice. The collaboration between Black and Mexican Americans during pivotal moments in the civil rights movement is a testament to their shared vision of equality and justice. This partnership was evident in various boycotts, marches, and protests where both communities stood shoulder to shoulder, demanding changes to labor laws, voting rights, and education, among other fundamental rights. The solidarity extended beyond the leaders, with grassroots organizations and community members coming together, providing a formidable force against discrimination and prejudice.

In today’s political landscape, the concept of solidarity between Black and Mexican communities holds even more significance. The combined demographic strength of Latinos, who constitute about 40% of California’s population, and Blacks, who make up about 5%, represents a potent force that could majorly influence electoral outcomes and policy decisions. The potential for these communities to unite on common issues such as immigration reform, criminal justice reform, and economic equity could be transformative, setting a precedent for social justice and racial equity not only in California but across the nation.  As we look to the future, the lessons from past collaborations between these communities offer valuable insights into the power of collective action. By focusing on shared goals and leveraging their collective voice, Blacks and Mexicans can continue to be a formidable force in advocating for civil rights, demonstrating the enduring strength of solidarity in the ongoing struggle for justice and equality in the United States.

Learning from Each Other

Understanding the intertwined histories of Black and Mexican communities is essential for a comprehensive grasp of American history and identity. Recognizing these connections fosters empathy and solidarity, encouraging collaborative efforts towards a more equitable society. Racism continues to impact both communities, but recognizing the roots of colonization and eurocentrism in both communities is necessary work to begin to dismantle inner narratives stemming from colorism that create internalized oppression and modern day conflicts. 

Conclusion

The intertwined stories of Black and Mexican communities serve as a profound testament to the strength found in unity and the collective struggle for justice and dignity. Delving into these rich histories not only broadens our understanding of the complex tapestry of human experience but also illuminates the path towards a future that embraces inclusivity and equity for all. The endeavors of leaders like Cesar Chavez and Martin Luther King Jr. exemplify a commitment to lifting up the most vulnerable among us, demonstrating that the fight for social justice transcends individual struggles, uniting us in a common pursuit of freedom and human dignity.  Both Chavez and King recognized that the battles faced by their communities were not isolated incidents of injustice but part of a larger narrative of resistance against systemic oppression. Their leadership was rooted in the belief that solidarity across racial and ethnic lines could amplify their impact and bring about significant social change. By advocating for the rights of farmworkers, Chavez mirrored King’s crusade for civil rights, showing the world that the quest for equality knows no boundaries. The words of Martin Luther King Jr., in a 1966 postcard to Cesar Chavez, resonate with profound relevance today: “Our separate struggles are really one—a struggle for freedom, for dignity, and for humanity.” These words serve as a clarion call for unity, reminding us that our fights are interconnected, and together, we possess the strength to overcome the barriers of injustice. It is a divine call to action, urging us to recognize our shared humanity and the power inherent in our collective efforts.

God’s vision for His children includes a world where unity prevails and love for one another transcends all divisions. The biblical principle of collectivism — that we are stronger together than apart — is exemplified in the unity between Black and Mexican communities. Their shared history of struggle and resistance against oppression is a powerful reminder of what can be achieved when we come together, guided by principles of justice, dignity, and humanity.

Call to Action

Let us commit to learning more about these interconnected histories, recognizing the strength that comes from our shared experiences. By doing so, we can build bridges of understanding and cooperation, honoring the diverse narratives that make up the rich tapestry of our shared history.

Dr. Liza Arellano is an Assistant Professor and the Master of Social Work (BSW) Program Director with California Baptist University (CBU). She has her Master of Social Work and Doctor of Social Work. Dr. Arellano identifies as a Christian, Mexican-American woman, who is a first-generation college graduate, and the first master’s and doctoral graduate in her family. She has over 15 years of experience in child welfare, serving in various capacities, including caregiving in residential placements, conducting child abuse and neglect investigations, training and development of staff, supervision of blended and specialized units, and managing multiple child welfare placement programs. In her management role, she participated in several workgroups with the California Department of Social Services. She is a Licensed Clinical Social Worker and previously managed the provision of mental health services for foster youth in San Bernardino County through collaborative efforts, via the Assembly Bill 1299 process. Dr. Arellano’s research includes improving outcomes for youth in congregate care, preventative child welfare services, and the effectiveness of on-the-job training for child welfare social workers. 

References

Romero, R. (2020). Brown Church: Five Centuries of Latina/o Social Justice, Theology, and Identity. InterVarsity Press.

Fergus, D. W. (2009). Mexican Revolutionaries in the United States, 1903-1923: Transnational Activism and Cross-Border Community Building. Texas A&M University Press.

Ortiz, P. (2018). An African American and Latinx History of the United States. Beacon Press.

Kelley, R. D. G., & Lewis, E. (Eds.). (2000). To Make Our World Anew: A History of African Americans. Oxford University Press.

Pulido, L. (2006). Black, Brown, Yellow, and Left: Radical Activism in Los Angeles. University of California Press.

Tatum, C. M. (2014). Lowriders in Chicano Culture: From Low to Slow to Show. Praeger.

African American History or Black History is American History as evidenced by the advances in science, sports, art, culture, and the adversities Black people continue to overcome.  This statement does not come without contest, as seen with the influx of legislation from both sides of the divide, with one side hotly contesting Black history education and the other seeking legislation that would recognize the significance of ensuring that Black history integration into education (Black History is American History Act, 2023).  Yet, even as I write this blog, I begin to think of the implications in higher education for Black College students entering college this upcoming fall and all that goes into it.  For this blog, African American and Black are used interchangeably. 

Black History Month intends to celebrate and acknowledge the contributions of African Americans in shaping our nation.  Perhaps without this month, this conversation would not exist.  Even as we celebrate, one would be remiss in not acknowledging the emotional well-being struggles that Black students encounter when pursuing higher education.  Structural racism, finances, and the internalized pressure to excel in academic performance impact Black students’ outcomes and graduation rates, thus having more significant societal implications for life satisfaction trajectory (Thyden et al., 2023; Rice, 2021; Helling & Chandler, 2021).  According to the National Center for Education Statistics (2023), there are significant gaps in postsecondary degree attainment, with 36% of Black students graduating in comparison to 56% of white students.  

I am acutely aware of the current impact of black student health and wellness, not only as an educator and professional but as a parent, for my youngest child will join the fray this fall.  For the past few weeks, my family has come home to find ubiquitous boxes and large envelopes from various universities posted to my high school senior daughter.  Even before opening them, the boxes and packages proclaimed her acceptance to the colleges/universities of her choice.  She was/is excited to receive the offers and scholarships (a leap of joy for mom and dad) but also bittersweet as she made her final decision.  One of the determining factors for her final choice was proximity to home and the support on campus, as she indicated that she prioritized her mental health.  She recalled a recent conversation with her friends (also young Black college students) who graduated the year prior, identifying struggling with stress, anxiety, and depression while on campus. 

It turns out the conversations between her peers were accurate.  A recent Centers for Disease Control and Prevention Morbidity and Mortality Weekly Report (2023) indicated, “Suicide rates among persons aged 10–24 years increased significantly during 2018–2021 among Black persons (from 8.2 to 11.2; a 36.6% increase)…amongst those aged 25–44 years (22.9%)”, which” is the most significant increase in suicide by racial group after a reported decline from in the preceding two years.  This surge in Black youth suicide was the impetus for the Johns Hopkins Center for Gun Violence Solutions (2023) Call to Action for Black Youth Suicide Preventionreport, which highlighted the impact of a post-Covid era on Black youth mental health exacerbated by discrimination, bias, limited safe spaces, financial problems, stigma, and social isolation that further increase suicide risk.  The African American community has strong feelings of distrust related to physical and mental health providers due to numerous instances of over/underdiagnosis, medical apartheid, and exploitation.  Several examples of medical malfeasance include Dr. Marion J Sims, also known as the Father of Gynecology, experimenting on enslaved Black women to the Tuskegee Syphilis experiments, Cincinnati Radiation Experiments, Ferguson v. City of Charleston for involuntary testing and targeting of pregnant Black women and the mistreatment of Henrietta Lacks, to bias and discrimination in current medical to name a few (Gamble, 2016; Martin & Johnson, 2023; Krill Williston et. al, 2019).  Another barrier was the stigma of seeking care due to previous perceptions that admitting depression was a weakness.  Still, this trend is transitioning positively with increased mental health providers’ engagement within the Black Church, social support, emotional support, and connectivity with individuals, family, community, and social institutions, and with religiosity identified as a protective factor within the Black community (Fanegan et al., 2022; Wang et al., 2013; Avent Harris & Wong, 2018; Suicide Prevention Resource Center & Rodgers, 2020).   

To promote meaningful support, faculty must adopt holistic strategies and solutions to support Black students who are struggling with mental health concerns.  Given that research has suggested that spirituality is a critical component in the improvement of mental health, Christian faculty are in a unique position to encourage students to lean into having an open dialogue about seeking available mental health support when they are distressed.  The integration of a biblical perspective focuses on love and how our relationships (e.g., with GOD, one another, and the environment) can help us remain connected when we feel isolated.  With faculty as the primary point of contact in most instances within universities, we must recognize the signs of distress and create open pathways to encourage professional support if needed.  An example of distress would be missing class frequently when this was not originally a problem, inattentiveness in class, and change in mannerisms, to name a few.  Another strategy is to adapt support for struggling students and be person-centered, as no student challenges are identical.  That said, support should not be “one size fits all.”  Finally, promoting the atmosphere of connectivity by increasing social support such as peer mentorship, clubs, and activities can improve overall feelings of isolation.

Let’s have Black History Month also serve as a way for educators to be good stewards to Black college students.

Dr. Erica McIntosh is a licensed clinical social work supervisor, Disabled US Air Force veteran, private practice owner, and assistant professor in the Department of Social Work with a focus on research, practice, and the promotion of mental and physical health equity.  Dr. McIntosh has extensive experience training healthcare professionals and speaking at conferences with organizations (hospital, community-based care, county social services events, and VA healthcare system settings) about substance use disorders, dual diagnosis, veteran health, cultural humility, and maternal health.  Dr. McIntosh formerly led the VA Loma Linda Riverside County team for HUD/VASH, a federal veteran homeless program, where she coordinated a social work team, employment coordinator, peer specialists and housing navigators in addition to collaborating support with community stakeholders and the Riverside County HUD program.  Dr. McIntosh’s is the executive director of Unapologetic Therapy and Consulting, which specializes in individual therapy focusing on mood and trauma related disorders with an intersectional lens, substance use disorders, and consultation.  Dr. McIntosh is also a past Vice commander of AMVETS post 77.  Dr. McIntosh currently has an article in review and has authored two chapters in a healthcare textbook pending publishing spring 2024.  Dr. McIntosh’s current research areas include the NAEBOR Clinic with Mommy and Me that focuses on Black Maternal Health in Rialto, CA , substance use disorders, health equity, cultural trauma, and veteran mental health.

References

Avent Harris, J. R., & Wong, C. D. (2018).  African American college students, the Black 

Church, and counseling.  Journal of College Counseling, 21(1), 15–28.       https://doi.org/10.1002/jocc.12084

Black History is American History Act.  HR 1394, 117^th Cong. (2023).  

https://www.congress.gov/bill/117th-congress/house-bill/1394/text?r=17&s=1

Fanegan, B., Berry, A. M., Combs, J., Osborn, A., Decker, R., Hemphill, R., & Barzman, 

D. (2022).  Systematic review of religiosity’s relationship with suicidality, suicide related stigma, and formal mental health service utilization among Black Americans.  Psychiatric quarterly, 93(3), 775-782.  https://link.springer.com/article/10.1007/s11126-022-09985-4

Gamble, V. N. (2016).  Under the shadow of Tuskegee: African Americans and health 

care.  Health Psychology, 434-441.

Helling, J., & Chandler, G. E. (2021). Meeting the psychological health & growth needs 

Of Black college students: Culture, resonance, and resilience.  Journal of college 

student psychotherapy, 35(2), 152-180.

John Hopkins Center for Gun Violence Solutions and John Hopkins Bloomberg School 

            of Public Health, Department of Mental Health.  (2023).  Still ringing the alarm: 

An enduring call to action for Black youth suicide prevention.  

https://publichealth.jhu.edu/sites/default/files/2023-08/2023-august-still-ringing-alarm.pdf

Krill Williston, S., Martinez, J. H., & Abdullah, T. (2019).  Mental health stigma among 

people of color: An examination of the impact of racial discrimination. 

International journal of social psychiatry, 65(6), 458-467.

Martin, K. J., & Johnson, K. L. (2023).  You can’t dismantle what you don’t recognize:

The effect of learning critical Black history in healthcare on perspective-taking. 

Journal of experimental psychology: General.  Advance online publication. 

https://doi.org/10.1037/xge0001482

Meza, J. I., Patel, K., & Bath, E. (2022). Black youth suicide crisis: prevalence rates, 

review of risk and protective factors, and current evidence-based practices. 

Focus, 20(2), 197-203.

National Center for Education Statistics.  (2023).  Educational attainment of young 

adults. Condition of education. U.S. Department of Education, Institute of Education Sciences.  https://nces.ed.gov/programs/coe/indicator/caa.

Rice, R. (2021).  Mental Health and Well-Being of College Students of Color.

Stone, D. M., Mack, K. A., & Qualters, J. (2023).  Notes from the field: Recent changes 

in suicide rates, by race and ethnicity and age group—United States, 2021.  Morbidity and mortality weekly report, 72(6), 160.  http://dx.doi.org/10.15585/mmwr.mm7206a4

Suicide Prevention Resource Center and Rodgers (2020).  Risk and protective factors: 

Black populations.  Newton, MA: Education Development Center, Inc.   https://sprc.org/wp-content/uploads/2023/01/Risk-and-Protective-Factors-Black_0.pdf

Thyden, N. H., McGuire, C., Slaughter-Acey, J., Widome, R., Warren, J. R., & Osypuk, 

T. L. (2023).  Estimating the Long-Term Causal Effects of Attending Historically    Black  Colleges or Universities on Depressive Symptoms. American journal of       epidemiology, 192(3), 356–366. https://doi.org/10.1093/aje/kwac199

Wang, M. C., Lightsey, O. R., Jr, Tran, K. K., & Bonaparte, T. S. (2013).  Examining        suicide protective factors among black college students.  Death studies, 37(3),  228–247. https://doi.org/10.1080/07481187.2011.623215

When I think of Black History Month, I think of Black culture within this country. Black culture is often reduced to the aesthetics of Black people and not the contributions that are so deeply woven into the fabric of America as if sewn with the finest needle. Many people are quick to highlight their favorite hip-hop or R&B songs, dance moves, fashion choices, and even their favorite athletes. Others obsess over seeing the versatility and texture of Black people’s hair, the sun-kissed melanin skin, full lips, and curves while often forgetting the very bodies of Black people were once treated like cattle and sold on auction blocks.

Black people, black culture is so much more than the aesthetics you may see, and our culture runs deep, our contributions even deeper. 

Contributions to Medicine and Science

This Black History Month, I choose to highlight the contributions of Black people. Some contributions are often unspoken, as if quietly swept under an old rug. 

There’s the phrase “the sky is the limit,” which Mae Jemison, an engineer, physician, and astronaut, proved true in 1992 when she became the first African American woman in space. I remember reading in elementary school about Sally Ride, the first American woman in space, but when I read about Mae Jemison, it opened my eyes and made me believe that I, a young Black girl at the time, could actually leave the inner city, become an astronaut, and travel to space. Of course, that was before I realized my baseline for rollercoaster rides is somewhere between The Little Mermaid and It’s a Small World. 

Henrietta Lacks was an African American woman born in 1920 whose cells, known as “HeLa cells,” were unknowingly taken in 1951 during her cancer treatment without her consent. The HeLa cells are often called immortal cells as they were the first human cells to reproduce indefinitely and are still being used today. It has been instrumental in the medical field, specifically in research regarding cancer treatments, HIV and AIDS, infectious disease, in vitro fertilization, COVID-19 and the development of the polio vaccine. Can you imagine where medicine would be without the HeLa cells?

Have you ever donated blood or know someone who needed a blood transfusion? Charles R. Drew was an African American surgeon and researcher born in 1904 who transformed healthcare through his innovation of blood banks and blood transfusion techniques, which effectively store blood and plasma over long periods. His innovation is vital to healthcare as blood banks and transfusions have saved countless lives. He also served as the first medical director of the Red Cross.

Can you envision going in for surgery and being awake the entire time? Well, Lucy, Betsey, and Anarcha were enslaved women in Alabama in the 1800s who were subjected to medical experimentation for years without their consent or the use of anesthesia. These procedures performed by James Marion Sims paved the way for gynecology. Although Sims is credited as the father of gynecology, the inhumane treatment of Lucy, Betsey, and Anarcha allowed him to perfect his craft. It was yet again the exploitation of the Black body that helped advance healthcare. 

Contribution to Education

I remember sitting in my fourth-grade class, and the teacher rolled in a tv and told the class that we would watch a movie since it was a rainy day. The film “Ruby Bridges” told the story of Ruby Bridges, who was only six years old when she became the first African American child to integrate into an all White school in New Orleans in 1960. Just let that sink in…the school system in this country has only been integrated for 64 years. At such a young age, Ruby Bridges faced racism and discrimination, but her resiliency paved the way for an integrated school system and her advocacy as a Civil Rights leader.

Contribution to Civil Rights Movement

We often hear of Martin Luther King Jr and Malcolm X, but it is important to mention Thurgood Marshall. Thurgood Marshall, born in 1908, was a lawyer and Civil Rights activist who attended Howard University Law School. He served as the first Black Supreme Court Justice in the United States and one of his most prominent cases was Brown v.s. Board of Education where the Supreme Court found segregation in public schools to be unconstitutional. 

Why This Matters

It is my hope that when Black History Month or the conversation of Black culture arises, people will understand the depth of the contributions of Black people in this country. There is much more to Black culture than the aesthetics, entertainment, and athleticism that is often showcased. Black people have transformed medicine, science, education, and more. In some cases, it was the very exploitation of the Black body that has significantly contributed to the development of this country.

Dr. Rashael Nevels is an Assistant Professor within the Division of Social Work at California Baptist University. She received her Doctor of Social Work degree from California Baptist University, her Master of Science degree in Counseling Psychology with a dual emphasis as a Marriage and Family Therapist and Professional Clinical Counselor from California Baptist University, and her Bachelor of Arts degree in Psychology from the University of California, Riverside. Dr. Nevels is a clinician who is passionate about advocating for the social justice of underrepresented and marginalized groups, specifically those who are unhoused and experiencing severe mental illness. Her work in social services has allowed her to see the firsthand impact of homelessness on this community. Her current research focuses on addressing homelessness among those with severe mental illness within the African American community.

            Welcome to Part 2 of our flow series!  In my last blog, I defined flow.  Here I will describe some things we can do to increase the likelihood of experiencing flow.  To best set the stage for the onset of flow we must look to the antecedents of flow. Antecedents of flow are factors that are correlated with the onset of flow, that is, they are what tends to occur before flow occurs.  Several known antecedents are task interest, concentration, challenge-skill match, clear goals, and unambiguous feedback.

1. Task Interest: It may come as no surprise that having interest in a task increases one’s engagement in the task.  We are more likely to become fully focused and enter into flow while engaged in the task if we already enjoy the task.  This is also true if we simply find the task important and/or are invested in its completion.  However, this does not mean we cannot enter into flow in more mundane activities.  For example, Csikszentmihaly (eg. 2008) interviewed several individuals who described entering flow while performing mundane tasks (i.e. Csikszentmihaly, 2008).  One such worker worked on an assembly line, a particularly mundane and repetitive task, and yet reported experiencing flow quite frequently.  The key here was that he turned it into a game, creating new goals for himself in terms of how many items he could assemble in a given time.  Thus, he increased the challenge and the fun of the activity.  We can do the same.  As a new runner, I found putting in the miles uncomfortable and, well, just not fun.  It seemed like an awful lot of effort for a small gain.  To make the time, and miles, pass more quickly I would create little challenges for myself.  When running on the treadmills that faced the stairs into the gym I would count students walking in and only allow myself to check my distance when I reached some set number of students (ie. 40).  When running outside I would only allow myself to check my distance when I had listened to a certain number of songs.  Individuals that find enjoyment just in challenging themselves, those that are deemed to have a “growth mindset” or more “autotelic personalities”, will find this easier to do, but anyone can do it.  Thus, if you are having a hard time attending to a task, frame it in a new challenge and make it fun!

2. Concentration: Having one’s attention oriented to the task at hand is key to experiencing flow.  Several sport psychology techniques can be used to help. I have listed a few below:

            a. Imagery – Imagine yourself participating in the task in a way that is realistic and engages as many of the senses as possible.  For example, you are feeling relaxed and excited about what you are presenting on stage.  The crowd is nodding and smiling as you talk.  Your voice is clear, your breath is regular, and your slides are smoothly mapping onto everything that you are saying.  

            b. Positive self-talk – Start pumping yourself up to get yourself excited for the task.  You know this stuff; you have read a kabillion journal articles on it and you have practiced it like 20 times!  You know you are going to do great!

            c. Protect your space – Plan out what you are going to do before your performance and be protective of that time.  Right before a performance, especially one that makes you nervous and/or requires a lot of preparation, should be devoid of outside distractions.  It is not the time to return a bunch of text messages, check Facebook, or deal with your bills.  It IS the time to double-check your preparation, talk positively to yourself, engage in some calming breathing routines, pray, and imagine yourself succeeding.  

d. Exploit associative conditioning – Associative learning is a well-researched phenomenon that has been around a long time going back to Pavlovian and Skinnerian conditioning.  One of the major tenets of this is when a previously neutral cue becomes associated with another stimulus or behavior.  We can use our knowledge of this type of learning to help increase the likelihood of flow and, in fact, we already do.  Walk-out songs are the songs played when an athlete heads out to the arena or field and leads to an increase in the athlete’s arousal and direct their attention to their upcoming performance. 

The pre-game routine is a set of tasks and cues paired with upcoming performance on a regular basis.  

“When walking to the field I play my own music, then switch to a warm up CD. I put my shoes and shin guards on in a certain order every time. Before we stretch, I always chew a certain kind of gum. I have an electrolyte drink before the game and a Gatorade at halftime.” Guldager – soccer player

In the example here a soccer player describes what she does before and mid-game, even down to specifying a certain kind of gum and drink.  In both cases, cues and routines are regularly paired with performance and are effective in preparing the athlete to perform.  One thing that is important here is to make sure we protect the relationship between these cues and performance.

  In application, we can think about the woman who wears her workout clothes to do multiple activities, such as dropping of her kids, going to the grocery story, the gym, and coffee with friends.  When she puts on those clothes all of these associations will be there just at a weak level.  This is called “varied mapping” as it is the mapping of multiple behaviors (grocery shopping, socializing with friends, gym workout) to one cue.  However, if she only puts on those clothes to go to the gym, putting them on will direct her attention strongly to her activity at the gym.  This is called “consistent mapping” as it consistently maps one cue (gym clothes) to one behavior (gym workout).  This is much like the athlete that only puts on his uniform to go perform.  These cues that have been reserved for performance will help direct attention to that performance, their body and minds will respond, and they will enter into it in a more focused state.  This more focused state will increase their likelihood of entering into flow.  

3. Challenge-skill Match: Flow is most likely to occur when the challenge of the task is about on level, or even just a bit higher, than the skill of the performer.  While you may only have so much control over this when faced with the task, you DO have some control over your perception of this match.  Going into the task feeling confident of your own abilities will help you perform well and enter flow during more challenging tasks.  And how can you increase your confidence in your ability to perform a certain task?  Practice, practice, practice.  Prep, prep, prep.  Use goal setting to create realistic, skill-related, attainable goals to help you reach larger goals.  And to keep your motivation up and you performing your best use those imagery and positive self-talk tools I listed above. 

4. Clear goals and unambiguous feedback: I list these together because if you have the first you likely have the second.  While overarching, superseding goals are often clear, this antecedent is referring more to the smaller, ‘nano-goals’ of a task.  For example, how to put your hands on the bat correctly, perfecting a swing, and moving your arm appropriately to get the most distance when throwing a ball.  Initially, it will require external (i.e., coach) feedback to learn how to master these skills, but as you learn the skill you will be able to know how you are doing simply by the way the movement feels.  With enough practice, you will master these skills and begin to perform them in an automatic process.  Being able to perform a challenging task in an automatic fashion makes it much more likely that one will experience flow while doing it.  As a caveat, it is likely that this is why one can enter into flow and not show better performance overall.  You may have performed better on a sub-portion of the task and still lost the game.  For example, my daughter, a varsity wrestler, talks about how she nailed a particular wrestling move during her match and felt in flow while doing it, but still lost the match.  

            In summary, there are multiple things one can do to help set the stage for experiencing flow.  In all cases, make sure you customize these routines and techniques to what works best for you.  Also, be sure to come back for the third blog in this series on flow.  Next time I will compare flow to the high attentional states seen in disorders of attention, such as ADHD and ASD.

                                                               References

Csikszentmihaly, M. (2008).  Flow: The psychology of optimal experience.  New York: HarpernCollins.  

Norsworthy, C., Jackson, B., & Dimmock, J. (2021).  Advancing our understanding of psychological flow: A scoping review of conceptualizations, measurements, and applications.  Psychological Bulletin, 147(8), 806-827. 

Quinn, R. W. (2005). Flow in knowledge work: High performance experience in the design of national security technology. Administrative Science Quarterly, 50, 610-641. Schneider, W. & Chein, J. (2003).  Controlled & automatic processing: behavior, theory, and biological mechanisms.  Cognitive Science, 27, 525-559.

Read Part 1 here!

There is a debate regarding the ethics of using artificial intelligence in social work. Should practitioners embrace it, or should we avoid it altogether and not feed the beast? Let us explore its pros and cons through a social work lens with a macro perspective. According to the Grand Challenges for Social Work (2023), one of the grand challenges is to “Harness Technology for Social Good.” Traditionally, social workers have addressed complex social issues and gathered essential data to serve marginalized communities and vulnerable populations (Grand Challenges, 2018). However, usually, this involves a strenuous amount of time, causing social workers to wonder if or how there can be an easier way to bring about change. By not embracing technological advancements in their careers, social workers risk missing out on tools that could significantly enhance their social work practice. In an ever-evolving world, it’s imperative for the profession to stay updated and leverage the best tools available.With new advancements in technology, the profession of social work must adopt new technologies such as information and communication technologies to enhance the efficacy of social programs, drive social discovery, and transform the social work profession through advances in technology ethically to reduce inequalities (Grand Challenges, 2018). Thus, we must integrate technology into our field, fostering a more equitable profession for practitioners and consumers.

One way to revolutionize social work is by integrating artificial intelligence into our assessments. AI makes assessment implementation quicker and easier across micro, mezzo, and macro levels, aligning with the General Intervention Model (GIM). GIM is a method commonly used in social work practice that was introduced in the1960s by the Milford conference, which advocated that a generic approach to social work was necessary (Schatz et al., 1990). Thus, the GIM, promoted at CBU’s Division of Social Work, aids practitioners in reducing inequalities and driving community transformation. As we all know, engaging clients and assessing their strengths and needs is essential to our social work practice to enhance our communities. To start the process of enhancing communities and reducing inequalities, the GIM starts with engagement and follows with assessments (Angy, 2020). GIM allows social workers to examine the evidence with an assessment objectively. Therefore, regarding macro social work, social workers must conduct a community’s needs assessment to understand the strengths and needs of communities rather than making unfounded assumptions because every community has unique needs, strengths, cultures, worldviews, and assets (Rossi et al. (2019). One way to tackle community needs assessments is with the help of a new emerging technology from OpenAI (2023), ChatGPT. This blog is about my experience with using ChatGPT to help with the statistical analysis of the results of a community needs assessment I conducted in Moreno Valley, why it is essential to conduct a community needs assessment, the dos and don’ts of using ChatGPT, and to explain why I used it, how I used it, what I found and my recommendations.

What is a community needs assessment, and why is it important? A community needs assessment (CNA) is a tool that helps social workers understand the needs and characteristics of a community as well as their available resources for mobilization through data collection using quantitative and qualitative methods such as surveys and interviews (Rubin & Babbie, 2017; National et al., 2023; Ohmer & Underwood, 2013; Chow & Carol, 2013; Community Toolbox, 2023). CNAs help identify gaps in local services, prioritize issues, help with advocacy, obtain funding, and plan interventions (Community Commons, 2023; Taylor & Mackenzie, 2023; Community Toolbox, 2023). Rossi, Lipsey, & Henry (2019) defines a needs assessment as identifying and understanding a particular population’s needs with the goal of improving programs, services, or policies. 

Overall, studies demonstrate the efficacy of community needs assessments in various fields using a mixed methods approach, leading to positive outcomes such as increased community participation, stakeholder commitment, and empowerment (Welch, 1988; Ravaghi et al., 2023; Community Commons, 2023; Taylor & Brunson, 2023; Community Toolbox, 2023). Consider this: Without the community’s perspective and involvement, how can we truly understand its needs and strengths to effect change? The answer is that we cannot without incorporating our own biases, which can lead to oppressive social work. In conclusion, CNAs are essential for social workers to foster community engagement and the knowledge needed to transform communities by focusing on the community’s perspective, not the social workers.

So, what is OpenAI (2023) Chat GPT? OpenAI’s ChatGPT (2023) is a revolutionary language generation model with advanced data analysis. It can understand and process unstructured data, create text resembling human writing, and work with various tools and technologies (Ahmad, 2023). There are two different versions of ChatGPT, ChatGPT-3.5 and ChatGPT-4 (updated version). Now you might ask, is it logical to use ChatGPT? The answer is yes, because scholars find it significant for analyzing large amounts of data (Ahmad, 2023). It can create reports, summarize large datasets, and has automation capabilities for repetitive tasks, such as data entry and cleaning, enabling social workers to focus on other essential research tasks (Chandra, 2023; Ahmad, 2023; Xin, 2023; Sheppard, 2023). Even though its capabilities are gaining recognition, a gap in the research exists, including a lack of studies to examine its significance in general and ethical concerns regarding confidentiality, such as client details (Maxwell, 2023). Therefore, I tested its capabilities to aid future research and address existing gaps. 

Significantly, social workers must understand the limitations of using OpenAI (2023) ChatGPT version 3.5. First, it is essential to note that ChatGPT-3.5 relies on its training data, while GPT-4 can fetch real-time information with the right plugins. Therefore, ChatGPT-3.5 cannot provide information that emerged past September 2021. Anything social workers want to inquire about using ChatGPT 3.5 will be generalizations and guesses that sound logical, and it is not using the dataset in its training. Therefore, the first don’t for ChatGPT is not to use it to answer relevant questions, especially when the information can put people’s lives on the line or cause harm. As we know, social workers must use evidence-based practices, such as peer-reviewed research studies with significant results, to support our actions. Thus, Social workers must research ChatGPT’s information, even with GPT-4 and its plugins, to ensure that the information retrieved is evidence-based. In addition, OpenAI (2023) ChatGPT is a brilliant writer that can write papers about anything within minutes. However, let us suppose scholars use this capability to write their papers or scholarly articles. In that case, they risk getting into trouble for plagiarism and can get their degrees revoked due to artificial intelligence detection websites such as ZeroGPT. ZeroGPT is a website to detect if artificial intelligence is writing a paper or if AI created any text. Therefore, having AI write papers will be counted as plagiarism or academic dishonesty if detected.   

creating a survey for a community needs assessment with GPT-3.5, it is good at creating surveys on the spot. However, it is unproductive to do so without GPT-4 because GPT-3.5 survey questions will not be evidence-based. As mentioned earlier, ChatGPT can only retrieve evidence-based information with the appropriate prompts and GPT-4 plugins. Therefore, when using ChatGPT-3.5 to create survey questions, it may create a question that sounds evidence-based but is a generalization. To do so, social workers must use Chat GPT-4, which takes a monthly subscription to get access. It provides access to plugins, allowing social workers to prompt ChatGPT-4 to open websites, open pdf files, and provide evidence-based questions from the community needs assessment survey from the article it finds. For example, social workers can prompt: “Find a relevant Community Needs Assessment research article, open the pdf, and provide me with its evidence-based survey questions.” Thus, the questions social workers create for their community needs assessment survey will need to be backed by valid and reliable studies, which ChatGPT cannot do unless prompted to do so with the proper plugins and monthly subscription, which will still need to be researched and studied.

Furthermore, OpenAI (2023) ChatGPT has a memory and word limit. When social workers have it analyze large amounts of statistical data for summarization or to create an outline, ChatGPT can start to forget the information social workers have entered after so many prompt entries. Imagen hours spent providing prompts to have it summarize data, and it ends up giving you made-up summaries that sound relevant because you gave it too many prompts? Over prompting is a mistake many make without knowledge of its word limitations. Therefore, social workers need to use it moderately or in chunks to ensure that ChatGPT is not making guesses or generalizations based on the statistical data entered. Lastly, ChatGPT 3.5 is incapable of providing accurate reference citations. Therefore, when social workers ask it to provide evidence-based citations, it will create made-up citations that sound logical based on generalization. To enhance social work practice, social workers must consider these limitations.  

 ChatGPT may also produce biases based on its programming, leading to outputs that do not align with social workers’ values and ethics. Also, ChatGPT lacks empathy and cultural competence because it can generate responses that may appear empathetic; however, it does not understand, nor can it relate to, human emotions and cultural perspectives. Therefore, social workers must use caution when using ChatGPT for engaging in sensitive topics or culturally diverse populations. Lastly, ChatGPT relies on clear and specific instructions to provide valuable outputs. When social workers feed ChatGPT vague or ambiguous prompts, it can lead to vague or unhelpful answers. Therefore, social workers must provide ChatGPT with clear instructions to avoid miscommunications or misunderstandings.

Despite OpenAI (2023) ChatGPT limitations, it has many benefits that can enhance social work practice. First, ChatGPT can accurately analyze large quantities of data to provide social workers with a descriptive analysis by summarizing, organizing, and outlining the information. Moreover, it can extract the main points and themes from large data sets to offer valuable insights for an exhaustive descriptive analysis. Also, ChatGPT can help with statistical analysis by providing the sample size, standard deviation, standard of error of the mean, margin of error, confidence interval, and power analysis. Second, ChatGPT can create consent forms, confidentiality agreements, commitment agreements, and other essential forms social workers use within minutes. Third, social workers can utilize ChatGPT to proofread their work, offer suggestions to improve it, and provide insights on needed information. For example, when writing a grant, a social worker can copy and paste a part of a grant section’s requirements and then copy and paste what they wrote to see if their work aligns with the grant to ensure that they are addressing everything that the sections of the grant are requiring. Fourth, OpenAI (2023) has developed a new edition called ChatGPT 4 that can assist social workers in brainstorming ideas and creating potential solutions for complex social issues. In addition, it can help social workers by providing summaries of research articles when they copy and paste the articles into sections or use the plugins to open pdfs for it to read when providing a link to it. However, ChatGPT 4 still has memory limitations despite the expanded memory and plugins, like ChatGPT 3.5. Overall, OpenAI (2023) ChatGPT saves social workers time and money and provides valuable insight that can improve the social worker’s quality of work. Therefore, ChatGPT is essential for addressing the 7th Grand Challenge of Social Work (2023) to “harness technology for Social Good.”

Significantly, I used OpenAI (2023) ChatGPT because I needed to be able to analyze 319 qualitative questions for a community needs assessment I conducted for Moreno Valley. I created a mixed methods survey for my community needs assessment with eleven quantitative and three qualitative questions with 125 participants. I was overwhelmed and had no idea how to find the time to analyze the qualitative answers, which were crucial to understanding the community’s perspectives on Moreno Valley’s strengths and needs, especially with no funds. Therefore, I decided to copy and paste the answers, one question at a time to have ChatGPT summarize, outline, and create themes of the answers to determine the consensus regarding the most pressing needs of Moreno Valley and its strengths to identify its assets. Since I conducted the survey using Google Forms, it automatically organized the answers to the quantitative/qualitative questions into an Excel sheet. Also, it created charts to be able to study the answers effectively.

Regarding the qualitative answers, once I had ChatGPT summarize the qualitative answers, I realized how important and powerful it was. Thus, I decided to statistically analyze all the answers to the survey to produce statistical data such as the margin of error, standard deviation, mean, and confidence levels within minutes. Overall, OpenAI (2023) ChatGPT is the best tool for social workers to use to save time and money because we can analyze the data for free without using statistical software such as Stata. Therefore, I recommend that all social workers use OpenAI (2023) ChatGPT to save costs and analyze their data for descriptive statistical analysis. Also, I recommend that social workers use this technology to create forms and proofread their work when writing grants to ensure that their grants cover all their requirements. Social workers need to embrace artificial intelligence, instead of ignoring or being afraid of it, to utilize it for the greater good because social workers are obligated to be competent in their social work practice. We have enough on our plate with all our communities’ challenges and inequalities, and saving time and money is crucial to tackling those challenges and inequalities head-on. Therefore, a call to action is needed for all social workers to experiment with ChatGPT and keep its limitations and strengths in mind to help advance the social work practice to create equitable environments.

References

Admin. (2022, December 30). Chat GPT: How ai will and can change your life. for the better – for now. Siesta Codes. Retrieved April 15, 2023, from https://siesta.codes/en/chat-gpt/  

Ahmad, R. (n.d.). “unlocking the potential of data analysis with ChatGPT”. LinkedIn. Retrieved March 26, 2023, from https://www.linkedin.com/pulse/unlocking-potential-data-analysis-chatgpt-romeer-ahmad.

Angy. (2020, December 30). Social Workers and the generalist intervention model: Social Work Haven. Social Work Haven | Become A Social Worker. Become A Better You. Retrieved April 2, 2023, from https://socialworkhaven.com/generalist-intervention-model/

Brunson, T. T. andM. (n.d.). Community needs assessments. Community Needs Assessments | Learning to Give. Retrieved April 3, 2023, from https://www.learningtogive.org/resources/community-needs-assessments#:~:text=Community%20Needs%20Assessments%20seek%20to%20gather%20accurate%20information,assessments%20establish%20the%20essential%20foundation%20for%20vital%20planning.

Chandra, N. S. (n.d.). How to use CHATGPT to enhance data analysis workflow. Kanaries. Retrieved March 26, 2023, from https://docs.kanaries.net/articles/chatgpt-data-analysis.en

Chatgpt for analytics – 6 compelling use cases. Graphable. (2023, March 21). Retrieved March 26, 2023, from https://www.graphable.ai/blog/chatgpt-for-analytics/

Chow, Julian Chun-Chung , & Peng, Carol (2013). Community-Needs Assessment. obo in Social Work. doi: 10.1093/obo/9780195389678-0059

Community needs assessments: Mapping and data resources: Research: National recreation and park association: NRPA.National Recreation and Park Association. (n.d.). Retrieved April 2, 2023, from https://www.nrpa.org/publications-research/evaluation-resource-hub/community-needs-assessments/

GPT-4 and CHATGPT detector by zerogpt: Detect openai text. ZeroGPT. (n.d.). Retrieved April 15, 2023, from https://www.zerogpt.com/ 

Grand Challenges for Social Work. (2023, April 14). Retrieved April 15, 2023, from https://grandchallengesforsocialwork.org/#the-challenges 

Harness technology for social good – grand challenges for social work. (n.d.). Retrieved April 16, 2023, from https://grandchallengesforsocialwork.org/wp-content/uploads/2015/12/180604-GC-technology.pdf

Maxwell, T. (2023, January 6). 9 questions about CHATGPT, answered. MUO. Retrieved March 26, 2023, from https://www.makeuseof.com/chatgpt-questions-and-answers/

Nurwisah, I. (2014, January 23). Life is beautiful? even the marginalized can benefit from art. HuffPost. Retrieved April 15, 2023, from https://www.huffpost.com/archive/ca/entry/life-is-beautiful-even-the-marginalized-can-benefit-from-art_b_4172371

Ohmer, M., & Underwood, E. (2013). Community needs assessment. In Encyclopedia of Social Work. Retrieved 10 Mar. 2023, from https://oxfordre.com/socialwork/view/10.1093/acrefore/9780199975839.001.0001/acrefore-9780199975839-e-73.

OpenAI. (2021). ChatGPT. https://www.openai.com

Team, P. M. Y. (2023, April 11). How to use chat GPT, complete guide, Create Account & Login. PmmodiYojana.in. Retrieved April 15, 2023, from https://pmmodiyojana.in/how-to-use-chat-gpt/

Schatz, M. S., Jenkins, L. E., & Sheafor, B. W. (1990). Milford redefined: A model of initial and advanced generalist social work. Journal of Social Work Education, 26(3), 217-231.

Section 13. conducting surveys. Chapter 3. Assessing Community Needs and Resources | Section 13. Conducting Surveys | Main Section | Community Tool Box. (n.d.). RetrievedApril 2, 2023, from https://ctb.ku.edu/en/table-of-contents/assessment/assessing-community-needs-and-resources/conduct-surveys/main

Section 1. developing a plan for assessing local needs and resources. Chapter 3. Assessing Community Needs and Resources |Section 1. Developing a Plan for Assessing Local Needs and Resources | Main Section | Community Tool Box. (n.d.). Retrieved April 3, 2023, from https://ctb.ku.edu/en/table-of-contents/assessment/assessing-community-needs-and-resources/develop-a-plan/main

Study on CHATGPT BY CHATGPT: The Survey Design Experience and Results Analysis. Milieu Insights. (n.d.). Retrieved March 26, 2023, from https://www.mili.eu/insights/study-on-chatgpt-by-chatgpt-the-survey-design-experience-and-results-analysis

A Blog Series by Dr. Philip Breitenbucher.

Read Part 2 here!

Recently, the news has been abuzz with discussions on artificial intelligence (AI) technologies and their potential dangers and opportunities (Agomuho & Larsen, 2023). Many in higher education have scrambled to understand the powers of AI technologies, such as ChatGPT, and how to respond responsibly. Faculty and administrators have begun asking questions like: should we ban AI, mandate its use, or allow it with guidelines and instructions? 

Here at CBU, Artificial Intelligence Guidelines were issued at the start of the 23/24 academic year. The university’s Teaching and Learning Center has created a learning community called Artificial Intelligence in the Classroom. The learning community meets monthly and explores options for developing policies, grading rubrics, and sharing teaching tips on using AI. In the College of Behavioral Social Sciences, the Division of Psychology has assembled a research team to understand the benefits of ChatGPT in clinical practice, and the Division of Social Work has deployed a brand new AI policy for all courses, providing students with clear directions on how to use AI in academia ethically. Meanwhile, for the past two years, a partnership has existed between the College of Engineering and the College of Behavioral and Social Sciences focused on using natural language processing (NLP) to analyze big data sets to better understand and respond to the nation’s opioid and fentanyl crisis (Corso & Breitenbucher, 2023).

While AI and ChatGPT have grabbed the public’s attention recently, the historical relationship between social work and technology dates back over 100 years. Historically, technological revolutions, like the one we are experiencing now, have accelerated social issues and the need for social services. Baker et al. (2018) link the expansion of social work practice to the Industrial Revolution, arguing that as technology improved, social issues grew. Researchers have discussed the interconnectedness of social media technologies and social issues such as mental health, anxiety, depression, and suicide. Moreover, just recently, the Surgeon General described the effects of social media platforms as a “driver” for America’s mental health crisis (Abbasi, 2023). 

In addition to the interconnectedness of social issues and technology, social workers’ interaction with technology is well documented. Early social workers embraced technology, such as the invention of the automobile, because it made home visits easier, and the facsimile machine because it made it easier to share information. A recent study found that 98% of social workers used technology in their professional capacity. Still, they described the use of technology in social work as a requirement of the funders and as a reporting requirement, not a tool that benefits their work (Harris, 2022). Contradictorily, social workers described technology as imperative to connecting with clients and getting things done. However, they often use their own devices because their agencies do not provide access to technologies or forbid specific uses (Harris, 2022; Mishna et al., 2021). Finally, a very recent and significant (N=1,144) study found that social workers reported technology as highly useful and beneficial in their practice (Barrera-Algarín et al., 2021).

In 2016, a collaboration of major social work associations set out a bold agenda to transform social work practice and education for the next decade by identifying and analyzing a series of grand challenges that would focus resources to positively transform the field (American Academy of Social Work & Social Welfare [AASWSW], n.d.). One of the grand challenges is to use technology for good. Coulton et al. (2015) stated, “The digital revolution is producing vast quantities of social, psychological, and organizational data that social workers can harness to address society’s most difficult problems” (p. 3). In 2017, the National Association of Social Workers (NASW), in partnership with the Association of Social Work Boards (ASWB), Council on Social Work Education (CSWE), and the Clinical Social Work Association (CSWA), developed Technology Standards in Social Work Practice (NASW et al., 2017). The standards are designed to educate the public, guide social work education, and bring awareness to social workers about their ethical responsibilities for using technology. In 2023, NASW published a series of articles on the use of AI in social work practice (NASW, n.d.). 

As social workers, we are committed to eradicating society’s grand challenges and positively focusing resources to transform the field (AASWSW, n.d.). To successfully harness technology for good, social work must move beyond merely accepting technology to fully embracing and leading technology development. The latest AI Digital Revolution presents an apex for social workers to lead in adopting and creating technology to support best practices in alignment with our values and beliefs.

 For this blog series, I have collaborated with several colleagues, alums, and students to unpack their experiences and understanding of technology use in social work practice. A CBU MSW Alumni, James Armour, wrote the first blog. In his article, The ChatGPT Chronicles: Tackling Community Needs Assessments, James discusses his experience using ChatGPT to assist in analyzing qualitative data collected for a community needs assessment.

The following articles will focus on the drivers that influence the use of technology in social work, the role of leadership in the development and deployment of technology, using NLP to analyze big data to address big social issues and the development of AI policies, practices, and assignments in the classroom. 

References

Abbasi, J. (2023). Surgeon General Sounds the Alarm on Social Media Use and Youth Mental Health Crisis. JAMA, 330(1), 11–12. https://doi-org.libproxy.calbaptist.edu/10.1001/jama.2023.10262

Agomuah F., & Larsen, L. (2023, September 15). ChatGPT: The latest news, controversies, and tips you need to know. DigitalTrends. Retrieved from: https://www.digitaltrends.com/computing/how-to-use-openai-chatgpt-text-generation-chatbot/

American Academy of Social Work & Social Welfare. (2021). Retrieved from https://grandchallengesforsocialwork.org/about/ 

Baker, S., Warburton, J., Hodgkin, S., & Pascal, J. (2018). The New Informational Paradigm: Developing Practice-Led Approaches to the Use of Mobile ICT in Social Work. British Journal of Social Work, 48(6), 1791–1809. https://doi.org/10.1093/bjsw/bcx124

Barrera-Algarín, E., Sarasola-Sánchez-Serrano, J. L., & Sarasola-Fernández, A. (2021). Social work in the face of emerging technologies: A technological acceptance study in 13 countries. International Social Work, 00208728211041672. https://doi.org/10.1177/00208728211041672

Corso, A., & Breitenbucher, P. (2023). Using location analytics and social media to address the opioid overdose crisis in America. CalGIS Annual Conference, Monterey, CA.

Coulton, C. J., Goerge, R., & Putnam-Hornstein, E. (n.d.). Harnessing Big Data for Social Good: A Grand Challenge for Social Work. 21.

Harris, S. (2022). Australian Social Workers’ Understandings of Technology in Practice. Australian Social Work, 75(4), 420–432. https://doi.org/10.1080/0312407X.2021.1949025

Mishna, F., Sanders, J., Fantus, S., Fang, L., Greenblatt, A., Bogo, M., & Milne, B. (2021). #socialwork: Informal use of information and communication technology in social work. Clinical Social Work Journal, 49(1), 85–99. https://doi.org/10.1007/s10615-019-00729-9

National Association of Social Workers, Association of Social Work Boards, Council on Social Work Education, & Clinical Social Work Association. (2017). Technology standards in social work practice. National Association of Social Workers. https://www.socialworkers.org/Practice/NASW-Practice-Standards-Guidelines/Standards-for-Technology-in-Social-Work-Practice

NASW (n.d.). AI in Social Work. National Association of Social Workers. Retrieved from: https://www.socialworkers.org/About/Ethics/AI-and-Social-Work

We’ve all been there. You step into an airplane, gaze down the aisle, and see two gleaming armrests flanking an unfortunately placed seat—yes, the dreaded middle seat. If you’ve ever had to sit here, especially for a long-haul flight, you’re familiar with what I refer to as the Middle Seat Syndrome (MSS). It’s the sensation of feeling trapped, hemmed in, and, to a certain extent, overlooked.

Recently, on a trip to Atlanta (ATL) from Los Angeles (LAX), my husband and I found ourselves experiencing the nuances of MSS. While on the journey there, we were fortunate enough to snag a window seat, allowing for a slightly more comfortable experience, with my husband in the middle seat. As a gesture of love and understanding, I lifted the armrest to give him some semblance of space. And even though it was a tight fit, we managed. He leaned towards me, I leaned towards the window, and we found a balance.

However, the return trip to LAX was another story. Our seats were reassigned, and we found ourselves separated, each confined to a middle seat. This amplified MSS and the physical discomforts it brings. While the passengers by the window have the freedom to rest their heads and those in the aisle can stretch their legs, the middle seaters are left with limited options. Most tragically, the unspoken code of airplane ethics doesn’t always acknowledge that the middle passenger should, by all rights, have access to both armrests.

This experience of feeling “boxed in” in the middle seat is evocative of a broader societal concern: the experience of marginalized individuals. Just as the middle seater grapples with spatial restrictions and a lack of consideration from those on either side, marginalized groups often face systemic barriers, lack of representation, and limited access to resources.

Here’s where the nursing and social work perspective comes in. In both fields, we consistently encounter individuals who feel “stuck in the middle.” They are the unseen, unheard, and often underserved populations who, like the middle seat passenger, don’t always have the space or voice they deserve.

The person experiencing teen pregnancy, homelessness, the senior citizen battling loneliness, or the individual with a disability fighting for accessibility—all can feel like they’re boxed in, surrounded by a society that often doesn’t seem to care about their comfort or needs.

But, as professionals, we have the power to change this. Just as I lifted the armrest for my husband, we can make small but impactful gestures to improve the experiences of the marginalized. By advocating for their rights, ensuring their stories are heard, and working to dismantle systemic barriers, we can help create a society where everyone, regardless of their position or background, feels valued and seen.

In closing, the next time you find yourself or someone else in that middle airplane seat, remember the unspoken rule: the middle seat gets both armrests. Extend that courtesy. In the grander scheme, let’s all strive to be more cognizant of those who feel boxed in and offer them the space, respect, and resources they rightfully deserve. Because everyone, whether on a plane or in life, deserves to journey comfortably.

In 2014, amidst the bustling corridors of Amazon’s headquarters in Seattle, a cadre of machine learning specialists embarked on an ambitious venture to reshape the company’s hiring process. They envisioned an AI-driven hiring tool capable of meticulously sifting through a vast reservoir of resumes to pinpoint the crème de la crème of candidates, transcending human biases. However, a sinister twist awaited. The architects of this AI recruitment tool stumbled upon a glaring flaw: their digital creation had developed an aversion to women. Despite noble intentions, the AI had inherited biases from the historical data it was trained on, echoing a male-dominated tech world’s subtle biases.

This unforeseen setback was not just a manifestation of inherent biases but also an exemplification of ‘noise’ in decision-making—a concept well articulated by Daniel Kahneman in his book “Noise.” Kahneman elucidates ‘noise’ as the variability in judgments that should ideally be identical. It’s the unwanted variability that arises from several factors, ultimately impacting the decision-making process.

Two striking examples from Kahneman’s discourse on noise are from the realms of insurance and judiciary. In one instance, a group of insurance claim adjusters, when given the same cases to analyze, exhibited a surprising range of judgments. The company’s executives expected the differences to be within an approximate 10% range, yet the actual difference was a whopping 50%. Consider a crashed car with a value of $50,000. Now, if a claimant encounters an adjuster who estimates the damage at the lower end of this spectrum, they would receive $25,000, which is significantly below the cost of their car. Conversely, an adjuster at the higher end of the spectrum would estimate $75,000, providing a substantial financial cushion. 

This stark variation (of $75,000 – $25,000) in estimated claims demonstrates a vast inconsistency that could significantly impact the financial position of the claimant. For instance, the claimant who receives only $25,000 may struggle to replace their vehicle and cope with other associated costs of the accident, while the one receiving $75,000 may be in a much more comfortable position to navigate the aftermath of the accident.

The discrepancy in these figures is not merely a financial inconvenience; it’s a glaring illustration of how ‘noise’ in professional judgments can have tangible, impactful consequences on individuals’ lives. Moreover, this example uncloaks a broader issue within professional decision-making environments. It underscores the inherent variability in human judgments, even among trained professionals tasked with similar or identical evaluation criteria. Such variability, termed ‘noise,’ extends beyond the insurance sector into various professional realms, including the judiciary, healthcare, and indeed, recruitment as initially highlighted through Amazon’s AI recruitment tool debacle.

The magnitude of this inconsistency beckons a critical reevaluation of decision-making processes across industries. It raises questions about the reliability and fairness of judgments that significantly impact people’s lives and livelihoods. Furthermore, it highlights the necessity for mechanisms that can mitigate such noise, ensuring more accurate, fair, and consistent decision-making.

By dissecting the potential impact and broader ramifications of this inconsistency, we glean insights into the pervasive challenge of noise in human and AI-driven decision-making. This discourse also invites a deeper exploration into how technology, when carefully designed and deployed, can aid in reducing such noise, propelling us towards more equitable and reliable decision-making paradigms.

Similarly, in the judicial sector, the sentencing decisions among judges showcased a level of noise, with different leniency levels exhibited by different judges. In another study, 50 insurance underwriters, given the same facts, diverged significantly in their valuations, far beyond the company management’s expectations.

These examples underscore the prevalence of noise in human judgment, resonating with the inadvertent biases that crept into Amazon’s AI recruitment tool. As the AI mirrored the biases lurking in its training data, it began to frown upon resumes that bore the mark of femininity, thus exhibiting a form of digital ‘noise’. This ‘noise’ distorted the original aim of transcending human biases, instead, reflecting and amplifying them.

The narrative of Amazon’s journey serves as a microcosm of a larger dialogue surrounding decision-making in the digital age. As we advance towards a future intertwined with AI, understanding and mitigating both biases and noise becomes imperative. The lessons gleaned from Amazon’s experience, juxtaposed with Kahneman’s insights, beckon a deeper exploration into harmonizing AI with human-centric values, striving for a balanced and inclusive decision-making paradigm.

Machines like GPT-4 operate on logic-based algorithms that analyze vast amounts of data to arrive at a decision devoid of emotional or cognitive biases. This computational precision feeds into the contentious debate about the fear of AI taking over human roles. Is it better to have a machine that makes logical decisions, or does this herald the beginning of a dystopian future where human agency is marginalized?

The fear is not entirely unfounded. AI’s lack of emotional nuance and ethical considerations can lead to decisions that, while logical, might be morally questionable. Therefore, the argument for combining human intuition with machine precision is not just about optimizing decision-making; it’s about preserving the essence of what makes us human.

In the wake of these concerns, a tale of redemption emerges from the heart of Amazon’s innovation hub. Post the debacle of their AI-driven recruitment tool, which inadvertently marginalized female candidates, the tech behemoth embarked on a journey to amend and elevate its hiring process. This new suite of tools, designed with a conscious effort to drive fairness, marked a significant stride towards melding machine efficiency with a humane touch in recruitment.

Moreover, the ripples of Amazon’s initial misadventure in AI recruitment resonated beyond the confines of the company, propelling a broader industry-wide introspection and evolution. This spurred a shift in the recruitment technology paradigm, ushering in an era where keyword-based screening of CVs emerged as a new trend, reflecting a more informed and cautious approach to leveraging AI in recruitment.

The narrative of Amazon’s journey serves as a testament to the potential of harmonizing AI with human-centric values in recruitment. It underscores the reality that while the road to AI-driven recruitment may be fraught with challenges, with a diligent, informed approach, it’s possible to traverse the path of innovation while upholding the principles of fairness and inclusivity.

Both human intuition and machine algorithms come with their unique sets of advantages and limitations. As we advance toward a future where AI’s role in decision-making may become more prominent, the conversation must shift from mere efficiency to the more contentious and ethical dimensions of control, agency, and morality.

References:

ACLU. (n.d.). Why Amazon’s Automated Hiring Tool Discriminated Against Women. Retrieved from https://www.aclu.org/issues/privacy-technology/surveillance-technologies/amazons-automated-hiring-tool-discriminated-against

Bostrom, N. (2014). Superintelligence: Paths, Dangers, Strategies. Oxford University Press.

Dignum, V. (Ed.). (2018). Responsible Artificial Intelligence: How to Develop and Use AI in a Responsible Way. Springer.

EM360 Tech. (n.d.). Amazon scraps AI hiring tool that discriminates against women. Retrieved from https://em360tech.com/tech-news/techfeatures/amazon-ai-hiring-tool-discriminates-women

Frederick, S. (2005). Cognitive Reflection and Decision Making. The Journal of Economic Perspectives, 19(4), 25-42.

Greene, J. D. (2013). Moral Tribes: Emotion, Reason, and the Gap Between Us and Them. Penguin Press.

Hastie, R., & Dawes, R. M. (2010). Rational Choice in an Uncertain World: The Psychology of Judgment and Decision Making. SAGE Publications, Inc.

Highfield, R. (1998). Frontiers of Complexity: The Search for Order in a Chaotic World. Fawcett Columbine.

Kahneman, D. (2021). Noise: A Flaw in Human Judgment. Little, Brown and Company.

Kahneman, D., & Tversky, A. (1979). Prospect Theory: An Analysis of Decision under Risk. Econometrica, 47(2), 263-292.

Reuters. (n.d.). Amazon scraps secret AI recruiting tool that showed bias against women. Retrieved from https://www.reuters.com/article/us-amazon-com-jobs-automation-insight-idUSKCN1MK08G

Russell, S., & Norvig, P. (2016). Artificial Intelligence: A Modern Approach (3rd ed.). Pearson.

Silicon Republic. (n.d.). It turns out Amazon’s AI hiring tool discriminated against women. Retrieved from https://www.siliconrepublic.com/companies/amazon-ai-recruiting-tool-bias

TalentLyft. (n.d.). The AI Recruitment Evolution – from Amazon’s Biased Algorithm to…. Retrieved from https://www.talentlyft.com/en/blog/article/301/the-ai-recruitment-evolution-from-amazons-biased-algorithm-to

About Amazon. (n.d.). How Amazon leverages AI and ML to enhance the hiring experience for candidates. Retrieved from https://www.aboutamazon.com/news/innovation-at-amazon/how-amazon-leverages-ai-and-ml-to-enhance-the-hiring-experience-for-candidates

I forgot what it feels like to struggle with reading (in English). I know I struggled at some point in my development when I was learning how to read…but that was a long time ago! If I tried, I could sit still, close my eyes, and take myself back to those early years when I was learning to read; where I focused intently on letters, then paired them, then grouped them and sounded them out in an effort to identify the word and alas – read!  Many of you, be it professors or students – especially at the University level may perhaps relate to this forgetfulness, not remembering what it’s like to struggle with the words in front of you?  You too can only maybe remember traces from your early years when you began to learn to read.  

Yes, the National Center for Education Statistics reports that one in five U.S. adults (21%) have challenges with literacy (in English).  The report (2019) is based on an international study of working adults and collects information about education, work experience and demographic information. (The report also indicates that 8.2 million people (4%), were unable to participate in a skills assessment because it was only conducted in English.)  

Given these numbers, my assumption is that there may be some among us (specifically students) who may struggle with proficiency in literacy.  I think it is crucial that as professors, we be mindful of our assumptions that “all our students can read” – and/or “read proficiently” – as this may not necessarily be the case.  

I have worked with an older adult client who served a number of years in the army, then worked as a successful contractor. On its own, this seems insignificant. Yet, this client did all of this with minimal literacy skills.  I never quite got the courage to inquire about details regarding how they were able to successfully navigate life without being able to read or write proficiently.   They shared that when they were at restaurants, they always ordered the same thing, “a burger” or asked the waitress what they recommended and chose that option- in an effort to avoid trying to read the menu. 

People like this – in my opinion – are both resilient and skillful.  Somehow, they have managed to succeed in life given the odds against them and the constant uphill battles associated with the lack of being able to access, process and communicate important information.  Still, I cannot help but consider the power differentials between individuals who are literate relative to those who are illiterate.  Keefe and Copeland (2011) suggest that there are Five Core Definitional Principles [of Literacy], listed as: 

1. All people are capable of acquiring literacy. 

2. Literacy is a human right and is a fundamental part of the human experience. 

3. Literacy is not a trait that resides solely in the individual person. It requires and creates a connection (relationship) with others. 

4. Literacy includes communication, contact, and the expectation that interaction is possible for all individuals; literacy has the potential to lead to empowerment.

 5. Literacy is the collective responsibility of every individual in the community; that is, to develop meaning making with all human modes of communication to transmit and receive information.

In reading over these principles, “literacy has the potential to lead to empowerment” stands out to me the most.  I agree that literacy has the potential to open doors that may not be available to individuals who struggle with literacy- and thus lead to empowerment.  For example, someone who is illiterate may have a more challenging time identifying and accessing resources – and literally navigating day to day activities such as recipe book, the fine print on a receipt of an item they wish to return, and policies related to their place of employments- so much!  In one systematic review, health literacy was associated with more hospitalization, greater use of emergency room care, poor medication adherence, and specifically for older adults, poorer health and higher rates of mortality (Berman et al., 2011).  These statistics are clear as day!  

I recently became interested in literacy and have found that I have been operating from a place of privilege in terms of failing to recognize that literacy may be a problem amongst my/our student body.  I have held assumptions such as “all college students can read” or failing to consider that perhaps some may struggle with reading as proficiently as I have assumed.  

To this end, I invite you to take a moment to engage in a short self-assessment and inquire whether you may have also entertained any similar assumptions in the past.  Notice if you answer yes or any of the questions below; 

1. College students should be proficient readers
2. College students are more likely than not good at reading 
3. To have achieved the title of college student, students may likely not need literacy support 

If you have indeed answered yes to any of the above assumptions- you are not alone.  I invite you to join me in an attempt to be more mindful of when these may come up again and to embrace checking the facts of these assumptions.  I encourage each of us to consider the idea that perhaps one or some of our students may have challenges with literacy.  Perhaps, we may invite students to reach out and seek help if this is indeed the case. And to be open, nonjudgmental, inviting and strengths based in exploring resources to encourage our student’s success.   

References

Berkman, N. D., DeWalt, D. A., Pignone, M. P., Sheridan, S. L., Lohr, K. N., Lux, L., … & 

Bonito, A. J. (2004). Literacy and health outcomes: summary. AHRQ evidence report summaries.

Keefe, E. B., & Copeland, S. R. (2011). What is literacy? The power of a definition. 

Research and practice for persons with severe disabilities, 36(3-4), 92-99.

National Center for Educational Statistics. (2019). Adult literacy in the United States.https://nces.ed.gov/pubs2019/2019179/index.asp

Embracing Diversity

Hi, my name is Dr. Bojórquez, and I confess that I love tacos. Why wouldn’t you love tacos?  I love tacos because they are the perfect balance of protein, carbs, and vegetables. And, although I celebrate my Hispanic/ Latino heritage, this heritage is not why I love tacos. In fact, thinking about what it means to “be Hispanic” requires moving well beyond cultural tropes like “we all love tacos.”

The History of Hispanic Heritage Month

President Lyndon Johnson started Hispanic Heritage Week, later expanded by President Ronald Reagan to a month-long celebration (September 15 to October 15) in 1988; thus, Hispanic Heritage Month. During the 30-day celebration, the countries recognized for their contributions to Americans are Mexico, Central and South America, Spain, and the Spanish-speaking nations of the Caribbean (United States Census Bureau, 2023). We will explore the different definitions of Hispanic and Latino terms, cultural humility, and how to engage in the culture, and highlight some celebrations and fun facts about various Latino countries.

Is it Hispanic or Latino/x?

Throughout the United States (U.S.) history, the terms Hispanic and Latino/a/x/é have often been used interchangeably, resulting in a sense of panethnicity among individuals and communities. The term Hispanic was first implemented during the Nixon administration. The 2020 U.S. Census documented 63.7 million Hispanics, who make up about 19% of the U.S. population (United States Census Bureau, 2023). However, Hispanic has been highly criticized as it did not stem from a Spanish word, leading to a continuance of systemic disparities, including health, education, and incarceration (Garcia, 2020).

The term Latino has been more widely accepted, as it is derived from Latin, including Spanish-speaking countries. Latino was used as a gender-neutral term for Latinos and Latinas; however, around 2010, Latinx emerged to remove the male and female identity from the term and make it more inclusive. Interestingly, Bustamante et al. (2020) surveyed 3,030 Hispanic adults in the U.S. about the term Latinx. It reported that only three percent of participants use the term Latinx, 20% do not use the term, and 76% have yet to hear of the term Latinx.

Another factor in this conversation concerns the misconceptions that all Spanish speakers originate from Mexico. Although Mexicans form the largest Spanish speaking population in the U.S., there are many other Spanish speaking groups such as Salvadorans, Cubans, Dominicans, Guatemalans among others. It is essential to acknowledge the other Spanish speaking groups because language is part of the process for distinguishing Hispanic/Latino/a/x. Said another way, not all Latinos are Hispanic, and not all Hispanics are Latinos. Alexander (2022) shared that Brazilians are considered Latino but not Hispanic due to the Portuguese language, and Spaniards are Hispanic but not Latino because it is not a country in Latin America. Moreover, Latino was linked to geographical location and Hispanic to language. Thus, Mexicans would be considered Hispanic and Latino/x.

So, what term should we use? The honest answer is, “I don’t know.” It depends on where people are from and the language they speak. When unsure, I combine these two groups, so I say Hispanic/ Latino/x. Personally, I prefer Latina, Chicana, or Mexican-American (more terms, I know!). These identities are not monolithic and require we move beyond assumptions or what may “seem obvious.” This kind of movement is possible when we practice and apply cultural humility, to which I turn next. 

Cultural Humility

We interact with people from various cultures and ethnicities daily and often make generalizations. Some assumptions include foods, traditions, or practices. By not acknowledging the differences, we also diminish their lived experiences. A personal story that serves as a testament is that my husband, born in Mexico, does not love tacos, beans, or tamarind. Yes, it shocked me, too! 

My husband’s food preferences are a reminder that we have implicit biases. As people interact with people from various cultures daily, raising cultural humility and awareness is essential. Cultural humility is “… a lifelong commitment to self-evaluation and critique, to redressing the power imbalances . . .” (Abe, 2019, as cited in Tervalon & Murray-García, 1998, p. 123). Learning about the Hispanic and Latino cultures can start by immersing yourself in the culture, attending cultural events, and learning the history of lived experiences of these communities. 

Further, increasing cultural humility can be done via social work practice and research. In social work, we are responsible for using cultural competence and humility to improve providers’ knowledge and skills while building appropriate relationships with those we serve. In research, there is an understanding that becomes central to the delivery of all-inclusive care for those we serve. Also, it allows providers to fill in the gaps between the needs and services of clients and communities from various cultures, ethnicities, practices, and customs.

In the spirit of this learning for the development of cultural humility, I’ve provided a list of celebrations and fun facts for different countries below. 

Have you ever participated in any of these events or is there one that you would add to the list? Leave a comment below!

Celebrations and Fun Facts

Mexico

• Cinco de Mayo is not Mexico’s Independence Day; it commemorates the Battle of Puebla in 1862, where Mexico won against the French. Mexican Independence Day celebration begins on September 15 with El Grito de Dolores (The Cry of Dolores) and is observed on September 16, 2023.
• Most popular celebrations: Día de Los Muertos (Day of the Dead) and Semana Santa y Pascua (Holy Week and Easter)
• Popular dishes: Tacos, Menudo (tripe stew), Pozole (Mexican soup from Aztecs), and Mole (chicken with curry-type sauce).

El Salvador, Costa Rica, Guatemala, Honduras and Nicaragua 

• Independence Day is celebrated on September 15, which starts Hispanic Heritage Month
• Most popular celebrations:
  • El Salvador – Fiestas Agostinas (festival)
  • Costa Rica – Día de Las Mascaradas (National Day of the Masquerades)
  • Guatemala – Día de Los Santos (All Saints Day)
  • Honduras – Feria de San Isidro (festival)
  • Nicaragua – Diriamba (festival combining indigenous and Spanish roots)
• Popular dishes:
  • El Salvador – pupusas (corn dough filled with meat, cheese, and/ or vegetables)
  • Costa Rica – chifrijo (fired pork with red beans)
  • Guatemala – Kak’ik (turkey leg in broth)
  • Honduras – baleadas (tortilla with mashed red beans, cheese and sour cream
  • Nicaragua – Nacatamal (corn dough with pork, potato, rice, tomato, garlic, and chiltoma).

Books to Explore

• El Viaje de Los Colibries by Sue Zurita
• The Faraway World by Patricia Engel
• I am Joaquin/ Yo Soy Joaquin: An Epic by Rodolfo Gonzalez
• Dreamers by Yuyi Morales (children’s book)
• Where are you from? By Yamile Saied Mendez (children’s book)
• Islandborn by Junot Diaz (children’s book)

References

Abe, J. (2019). Beyond cultural competence, toward social transformation: Liberation psychologies and the practice of cultural humility. Journal of Social Work Education, 56(4), 696–707. https://doi.org/10.1080/10437797.2019.1661911

Alexander, W. (2022, September 8). Ask the OEDI: Hispanic, Latino, Latina, Latinx – which is best? Duke University School of Medicine. https://medschool.duke.edu/blog/ask-oedi-hispanic-latino-latina-latinx-which-best#:~:text=According%20to%20these%20definitions%2C%20a,Hispanic%20(but%20not%20Latino).

Bustamante, L.-N., Mora, L., & Lopez, M. H. (2020, August 11). About one-in-four U.S. Hispanics have heard of Latinx, but just 3% use it. Pew Research Center. https://www.pewresearch.org/hispanic/2020/08/11/about-one-in-four-u-s-hispanics-have-heard-of-latinx-but-just-3-use-it/

García, I. (2020). Cultural insights for planners: Understanding the terms Hispanic, Latino, and Latinx. Journal of the American Planning Association, 86(4), 393–402. https://doi.org/10.1080/01944363.2020.1758191

Los Angeles County Department of Mental Health. (n.d.). National Hispanic Heritage Month: September 15 to October 15. Retrieved September 25, 2023, from https://dmh.lacounty.gov/blog/2021/09/national-hispanic-heritage-month/#:~:text=The%20day%20of%20September%2015,16%20and%20September%2018%2C%20respectively.

United States Census Bureau. (2023, August 17). Hispanic Heritage Month: 2023. https://www.census.gov/newsroom/facts-for-features/2023/hispanic-heritage-month.html#:~:text=63.7%20million,19.1%25%20of%20the%20total%20population