Social work values require its educators to teach a history that represents diversity and inclusion, yet its history routinely omits the contributions of pioneering social workers of color. This omission promotes White hegemony as characterized by the emphasis on White reformers in the American settlement movement and the exclusion of Black social workers and activists. Using critical race theory, this article posits the need to dismantle White hegemony by examining the American settlement movement and the parallel settlement movement as a counter response by Black social workers, specifically, an unrecognized Black social worker of the 1930s, W. Gertrude Brown. This recognition portends the need for social work to critique its ahistorical perspective and perchance to rewrite its history.

Forensic social workers and criminal justice reform advocates must better understand how correctional and probation officers influence offender recidivism. Justice system reform efforts focusing on policing and the courts often ignore the roles of correctional and probation officers. Returning citizens' internal “persistence” and “desistance” narratives influence future criminality and successful reintegration into their communities. Correctional and probation officers may influence these persistence and desistance narratives. A narrative analysis investigating the experiences of three Black male returning citizens in Baltimore, Maryland, shows that a person's ability to make sense of their interactions with probation officers while serving community corrections sentences and their interactions with correctional officers within prisons may be one of many factors that influence persistence and desistance narratives.

To address the challenges present in urban communities and develop social work leaders who are equipped to confront a myriad of social and economic justice issues, Coppin State University established the Dr. Dorothy I. Height Center for the Advancement of Social Justice (DHC). Housed in the Department of Social Work, the DHC is a community-based resource whose mission is to heighten awareness regarding national and international human rights and social justice issues that impact marginalized communities. The DHC utilizes social work interns who focus on community engagement as operationalized via social justice–related advocacy, research and education initiatives. This article will highlight the experiences of these student interns and the impact of the internship on their development in the areas of social justice and leadership.

While global learning among undergraduate students of color has slightly increased over the past decade, there are major research gaps regarding students of color attending historically Black colleges and universities (HBCUs), more specifically, the number of undergraduate students of color majoring in social work. The primary goal of this article is to discuss barriers that may prevent students of color who attend HBCUs from participating in global learning experiences. Also, provided in this article is a discussion regarding a Global Learning Visits Program within an undergrduate social work program at Bowie State University, an HBCU, which can serve as a model to assist students with addressing and overcoming barriers in order to take advantage of study abroad learning opportunities.

Hispanic-serving institutions' (HSIs') settings for social work programs present a unique challenge as a context for implementing social work programs due to their unique mandate to serve Hispanic students. Moreover, this context invites innovative and “out of the box” programmatic ideals that address social justice values. This article presents an example of the implementation of critical race theory to frame a social work program at a medium-sized university in Southern California. Testimonios, a LatCrit empirical method, is used in this article to tell the story from the perspective of two of the founding faculty.