JSWE Awards

Best Reviewer 

Congratulations to Dr. Jonathan B. Singer (Loyola University Chicago), who has been selected as the JSWE Best Reviewer of 2026! The recipient of the Best Reviewer award is selected by the JSWE Editor-in-Chief to recognize a manuscript reviewer who has demonstrated exceptional service in responsiveness to requests for review, timeliness in submitting completed reviews, and quality of written reviews. The 2026 Best Reviewer award is presented by the University of Houston Graduate College of Social Work in honor Dr. Monit Cheung and Dr. Patrick Leung. 

CSWE and the JSWE EAB would like to thank all the dedicated professionals who generously donate their time and expertise to review manuscripts and thus contribute to the value and success of the journal.
 

Best Article 

The criteria for choosing the Best Article published in JSWE include the importance and timeliness of the content, originality of thought, innovative conceptualization of the topic, and presentation of conclusions and/or recommendations that add significantly to the professional knowledge base and to social work education.

After a rigorous voting process, the JSWE EAB unanimously selected the article “Behind the Mask of Black Women Social Workers: Workplace Integration, Code-Switching, and the Silent Struggles,” by Collina D. Cooke, Julia F. Hastings, Cecilia M. Hastings, and Nelia M. Quezada-Horne for the 2026 Best Article Award. 

Cooke, C. D., Hastings, J. F., Hastings, C. M., & Quezada-Horne, N. M. (2025). Behind the Mask of Black Women Social Workers: Workplace Integration, Code-Switching, and the Silent Struggles. Journal of Social Work Education, 61(sup1), S161–S176. https://doi.org/10.1080/10437797.2025.2473382

Black women social workers (BWSWs) face institutional barriers that affect their perception of themselves as professionals. The scientific literature is unclear about how BWSWs navigate their work environments while grappling with self-doubt, feelings of fraudulence, invisibility, and questioning their accomplishments. To fill the gap in knowledge, 17 BWSWs were interviewed across the United States. Using hermeneutic phenomenology, a qualitative content analysis was conducted to examine work experiences. Findings suggest that BWSWs experienced workplace environments where they needed to code switch. Code-switching was caused by unsolicited microaggressions, leading to imposter syndrome, invisibility, and distress. Workplace integration represents one solution to improve BWSWs’ experiences. Future research should expand on understanding the need for workplace integration for BWSWs into organizational cultures.

Best Reviewer: Dr. F. Ellen Netting, Professor Emerita, Virginia Commonwealth University

Best Scoping Review

Leila C. Dal Santo, Scott D. Easton, Susan Coleman, & Kathleen Flinton. (2023). The Role of Field Education in Preparing Social Work Students for Trauma-Informed Care: A Scoping Review. Journal of Social Work Education, 60(3), 310–333. https://doi.org/10.1080/10437797.2023.2215273  

Best Qualitative Article

Kelly Faye Jackson, Ijeoma N. Ogbonnaya, Ann Turnlund-Carver, Chandra Crudup, Cynthia Mackey, & Felicia Mitchell. (2024). Anti-Blackness in Schools of Social Work: A Black Feminist Polyethnography. Journal of Social Work Education, 60(3), 419–432. https://doi.org/10.1080/10437797.2024.2338233 

Best Field Note

Lin Fang, Catherine Schmidt, Yu Lung, Lynn Nguyen, Gilda Hui, & Sylvia Delgado. (2023). Field Note—Talk It Out Counseling Clinic: A Field Education Innovation. Journal of Social Work Education, 60(4), 640–646. https://doi.org/10.1080/10437797.2023.2260850  

Best Conceptual Article

Isabel Logan, Robert Madden, & Matthew Solak. (2023). Preparing Social Workers for Emerging Roles in Police Social Work. Journal of Social Work Education, 60(1), 86–101. https://doi.org/10.1080/10437797.2023.2244999  

Best Reviewer: Dr. Peter Choate, Mount Royal University

Best Conceptual Article

Amittia Parker. (2022). Black Social Workers Matter: Using Parallel Narratives to Discuss Social Work History. Journal of Social Work Education, 59(1), 255–262. https://doi.org/10.1080/10437797.2021.2019634  

Best Quantitative Article

Suzanne Pritzker & Natalia Giraldo-Santiago. (2022). Policy Education in U.S. Social Work Programs: Results of a National Study. Journal of Social Work Education, 59(2), 477–492. https://doi.org/10.1080/10437797.2022.2039818  

Best Qualitative Article 

Gita R. Mehrotra & Anita R. Gooding. (2022). What Contributes to Meaningful Experiences in Social Work Field Education?: Perspectives of Students of Color. Journal of Social Work Education, 59(3), 790–802. https://doi.org/10.1080/10437797.2022.2033658 

Best Qualitative Article (Scoping Review; Qualitative Synthesis)

Elizabeth Baker & Angelique Jenney. (2022). Virtual Simulations to Train Social Workers for Competency-Based Learning: A Scoping Review. Journal of Social Work Education, 59(1), 8–31. https://doi.org/10.1080/10437797.2022.2039819 

Best Note (Field)

Caroline N. Sharkey, Jennifer Elkins, & Zoe Johnson. (2021). Field Note—Creating Trauma-Informed Library Spaces: Lessons Learned From a Pilot Program. Journal of Social Work Education, 59(2), 583–590. https://doi.org/10.1080/10437797.2021.1978913 

Best Reviewer: Dr. Diana M. DiNitto, University of Texas at Austin 

Best Conceptual Article

James David Simon, Reiko Boyd, & Andrew M. Subica. (2022). Refocusing intersectionality in social work education: Creating a brave space to discuss oppression and privilege. Journal of Social Work Education, 58, 34–45, DOI: 10.1080/10437797.2021.1883492    

Best Quantitative Article

Todd D. Becker, Kimberly A. Leffler, & Lauren P. McCarthy. (2022). Individual characteristics associated with color-blind racial attitudes in master of social work students. Journal of Social Work Education, 58, 472–485, DOI: 10.1080/10437797.2021.1942352  

Best Qualitative Article

Ashley-Marie Daftary, Debora Ortega, Cynthia Sanders, & Mary Hylton. (2022). A CRT analysis of policy making in Nevada: A case study for social work education. Journal of Social Work Education, 58, 768–779, DOI: 10.1080/10437797.2021.1957734  

Best Mixed Methods Article

Lynn C. Holley, Jennifer L. K. Charles, David C. Kondrat, & Heather A. Walter-McCabe. (2022). Supports and gatekeeping: Experiences of schools of social work with students with mental health conditions. Journal of Social Work Education, 58, 76–95, DOI: 10.1080/10437797.2020.1798312   

Best Note

Brian E. Perron, Bryan G. Victor, Barbara S. Hiltz, & Joseph Ryan. (2022). Teaching Note—Data science in the MSW curriculum: Innovating training in statistics and research methods. Journal of Social Work Education, 58, 193–198, DOI: 10.1080/10437797.2020.1764891

Best Reviewers: Jeane W. Anastas, New York University and Brent Angell, University of Windsor

Best Conceptual Article

Laurel Iverson Hitchcock, Johanna Creswell Báez, Melanie Sage, Matthea Marquart, Kaitlyn Lewis, & Nancy J. Smyth (2021). Social work educators’ opportunities during COVID-19: A roadmap for trauma-informed teaching during crisis. Journal of Social Work Education, 57, 82–98. DOI: 10.1080/10437797.2021.1935369 

Best Quantitative Article

Kelsey M. Moffatt, Holly K. Oxhandler, & James W. Ellor (2021). Religion and spirituality in graduate social work education: A national survey. Journal of Social Work Education, 57, 287–298, DOI: 10.1080/10437797.2019.1670307

Best Qualitative Article

M. Alex Wagaman, Edward J. Alessi, Jacob Goffnett, Keith J. Watts, Giovanni Iacono, De’Shay Thomas, Megan S. Paceley, & Shelley L. Craig (2021). Interrupting hetero- and cisnormativity in social work programs: LGBTQ+ student strategies for increasing inclusion. Journal of Social Work Education, 57, 342–356, DOI: 10.1080/10437797.2019.1671261

Best Mixed Methods Article

Kelli E. Canada, Danielle Easter, & Anthony Banks (2021). Paving the path for tele–mental health services: Transitions in a student-led behavioral health clinic during COVID-19. Journal of Social Work Education, 57, 4–18, DOI: 10.1080/10437797.2021.1929622

Best Note

Faye Mishna, Jane E. Sanders, Karen M. Sewell, & Elizabeth Milne (2021). Teaching note—Preparing social workers for the digital future of social work practice. Journal of Social Work Education, 57, 19–26, DOI: 10.1080/10437797.2021.1912676

Best Reviewers: Bruce Friedman, University of Texas at El Paso and Carol Tully, University of Louisville (retired) 

Best Empirical Articles

Dreschsler, K., Hessenauer, S., & Jaber-Wilson, L. (2019). Engage in diversity and difference in practice competency: Exploring the explicit curriculum and outcome measures of graduate social work programs. Journal of Social Work Education, 56, 341–353.

Lemieux, C., Kim, Y., Brown, K. M., Chaney, C. D., Robertson, R. V., & Borskey, E. J. (2020). Assessing police violence and bias against Black U.S. Americans: Development and validation of the Beliefs About Law Enforcement Scale. Journal of Social Work Education, 56, 664–682.

Best Conceptual Article

Lerner, J. E. (2020). “Social workers can’t be Republicans”: Engaging conservative students in the classroom. Journal of Social Work Education, 56, 56–67.

Best Note

Shelton, J., & Dodd, S. J. (2020). Teaching Note—Beyond the binary: Addressing cisnormativity in the social work classroom. Journal of Social Work Education, 56, 179–185.

Best Reviewers: Leon Ginsberg, Appalachian State University (retired) and David Moxley, University of Alaska, Anchorage

Best Empirical Article

Werman, A., Adlparvar, F., Horowitz, J. K., & Hasegawa, M. O. (2019). Difficult conversations in a school of social work: Exploring student and faculty perceptions. Journal of Social Work Education, 55, 251–264. 

Best Conceptual Article

Mersky, J. P., Topitzes, J., & Britz, L. (2019). Promoting evidence-based, trauma-informed social work practice. Journal of Social Work Education, 55, 645–657. 

Best Note

Kuilema, J., Schwander, L., Alford, K., Venema, R., & Hoeksema, S. (2019). Teaching Note—Time for a Teach-In? Addressing Racist Incidents on College Campuses. Journal of Social Work Education, 55, 818–824.

Best Reviewer: Ram Cnaan, University of Pennsylvania and Barbara P. Early, The Catholic University of America (retired)

Best Empirical Article

David McCarty-Caplan. "Seeing the Same Thing Differently: Program Director, Faculty, and Student Perceptions of MSW LGBT Competence." 54: 448–463. doi:10.1080/10437797.2018.1453904

Best Conceptual Article

Timothy B Leduc. "'Let Us Continue Free as the Air': Truthfully Reconciling Social Work Education to Indigenous Lands." 54: 412–425. doi:10.1080/10437797.2018.1434445

Best Teaching Note
Hye-Kyung Kang & Peggy O’Neill. "Constructing Critical Conversations: A Model for Facilitating Classroom Dialogue for Critical Learning." 54: 187–293. doi:10.1080/10437797.2017.1341857

Best Reviewer: Barbra Teater, College of Staten Island, City University of New York

Best Empirical Article
Audrey L. Begun & James R. Carter. "Career Implications of Doctoral Social Work Student Debt Load." 53: 161–173. doi:10.1080/10437797.2016.1243500

 

Best Conceptual Article

Joseph D. Minarik. "Privilege as Privileging: Making the Dynamic and Complex Nature of Privilege and Marginalization Accessible." 53: 52–65. doi:10.1080/10437797.2016.1237913

Best Teaching Note
Shelley Levin & Anthony Fulginiti. "Developing an Online Blended Learning Course on Psychiatric Diagnosis." 53: 560–567. doi:10.1080/10437797.2016.1275899

Best Reviewers: Yvonne Asamoah, Hunter College, City University of New York and Kia J. Bentley, Virginia Commonwealth University

Best Conceptual Article

Juliana Carlson, Hoa Nguyen, & James Reinardy. “Social Justice and the Capabilities Approach: Seeking a Global Blueprint for the EPAS.” 52: 269–282. doi:10.1080/10437797.2016.1174635

Best Empirical Article
Jayshree S. Jani, Philip Osteen, & Stacey Shipe. “Cultural Competence and Social Work Education: Moving Toward Assessment of Practice Behaviors.” 52: 311–324. doi:10.1080/10437797.2016.1174634

Best Teaching Note
Elizabeth A. Bowen & Helen Redmond. “No Peace Without Justice: Addressing the United States’ War on Drugs in Social Work Education.” 52: 503–508. doi:10.1080/10437797.2016.1198296

Best Reviewers: William Cabin, Temple University and James Forte, Salisbury University

Best Conceptual Article

Kia J. Bentley, Mary C. Secret, & Cory R. Cummings. “The Centrality of Social Presence in Online Teaching and Learning in Social Work.” 51: 494–504. doi:10.1080/10437797.2015.1043199

Honorable Mention, Conceptual Article

Bridgette Lery, Wendy Wiegmann, & Jill Duerr Berrick. “Building an Evidence-Driven Child Welfare Workforce: A University–Agency Partnership.” 51 (Suppl 2): S283–S298. doi:10.1080/10437797.2015.1073080.

Best Quantitative Article

Christopher G. Petr, Donna Harrington, Kyeongmo Kim, Beverly Black, Renee M. Cunningham-Williams, & Kia J. Bentley: “Quality Indicators and Expected Outcomes for Social Work PhD Programs: Perceptions of Social Work Students, Faculty, and Administrators.” 51:648–667. doi:10.1080/10437797.2015.1076272

Honorable Mention, Quantitative Article

Leah P. Cheatham, Neil Abell & Hyejin Kim: “Development and Validation of the Social Worker’s Attitudes Toward Disability Scale.” 51:379–397. doi:10.1080/10437797.2015.1012939

Best Mixed Methods Article

Robin Leake, Anna de Guzman, Shauna Rienks, Gretchen Archer & Cathryn Potter: “NCWWI Traineeships: A National Cross-Site Evaluation of Child Welfare Stipend Programs for Ethnically Diverse Students.” 51:S299–S316. doi:10.1080/10437797.2015.1072419

Honorable Mention, Mixed Methods Article

Holly Hatton-Bowers, Peter J. Pecora, Kristen Johnson, Susan Brooks & Melanie Schindell:  “Evaluating Training to Promote Critical Thinking Skills for Determining Children’s Safety.” 51:298–314. doi:10.1080/10437797.2015.1012927

Best Qualitative Article

Jeanne A. Saunders, Motier Haskins, & Matthew Vasquez. “Cultural Competence: A Journey to an Elusive Goal.” 51:19–34. doi:10.1080/10437797.2015.977124

Honorable Mention, Qualitative Article

Elena Mazza. “Experiences of Social Work Educators Working With Students With Psychiatric Disabilities or Emotional Problems.” 51:359–378. doi:10.1080/10437797.2015.1012935

Best Qualitative Synthesis Article

John Mathias. “Thinking Like a Social Worker: Examining the Meaning of Critical Thinking in Social Work.” 51:457–474. doi:10.1080/10437797.2015.1043196

Best Teaching Note

Annette Gerten. “Teaching Research Methods: Expanding Practice Evaluation Designs for Social Work Practice.” 51:169–176. doi:10.1080/10437797.2015.979092

Honorable Mention, Teaching Notes

Michelle Scott. “Understanding of Suicide Prevention, Intervention, and Postvention: Curriculum for MSW Students.” 51:177–185. doi:10.1080/10437797.2015.979095

Best Reviewers: Michael Daley, Texas A&M University–Central Texas, and Jeremiah Jaggers, Indiana University

Best Conceptual Articles

Craig R. Boitel & Laurentine R. Fromm, “Defining Signature Pedagogy in Social Work Education: Learning Theory and the Learning Contract,” DOI: 10.1080/10437797.2014.947161, pp. 608–622

James W. Drisko, “Competencies and Their Assessment,” DOI: 10.1080/10437797.2014.917927, pp. 414–426 

Best Quantitative Article

N. Andrew Peterson, Antoinette Y. Farmer, & Allison Zippay, “The Implicit Curriculum in an Urban University Setting: Pathways to Students’ Empowerment,” DOI: 10.1080/10437797.2014.947163, pp. 630–647

Best Qualitative Article

Mary Tijerina & Anne C. Deepak, “Mexican American Social Workers’ Perceptions of Doctoral Education and Academia,” DOI: 10.1080/10437797.2014.885277, pp. 365–378

Honorable Mention—Qualitative Article

Nehami Baum, Tova Yedidya, Chaya Schwartz, & Ofra Aran, “Women Pursuing Higher Education in Ultra-Orthodox Society,” DOI: 10.1080/10437797.2014.856242, pp. 164–175

Best Teaching Note 

Carrie W. Rishel, "Integrating Prevention Content Into Clinical Social Work Practice Courses,” DOI: 10.1080/10437797.2014.947166, pp. 752–762

Honorable Mention—Teaching Note

Frederick P. Buttell & Joel Devine, “Is Interdisciplinary a Bad Word for Social Work Doctoral Programs?”, DOI: 10.1080/10437797.2014.885280, pp. 379–384

Best Reviewers: Joseph R. Merighi, University of Minnesota; Carol T. Tully, University of Louisville

Best Research Article
Kimberly Bundy-Fazioli, Louise M. Quijano, & Roe Bubar. "Graduate Students' Perceptions of Professional Power in Social Work Practice." (volume 49, number 1, pp. 108–121)

Honorable Mention—Research Article

Nicole Dehan. "Case Study: The First Israeli BSW Program for Haredi Women Students." (volume 49, number 4, pp. 716–732) 

Shari E. Miller. "Professional Socialization: A Bridge Between Explicit and Implicit Curricula." (volume 49, number 3, pp. 368–386)

Carmen Logie, Marion Bogo, Cheryl Regehr, & Glenn Regehr. "A Critical Appraisal of the Use of Standardized Client Simulations in Social Work Education." (volume 49, number 1, pp. 66–80)  

Best Conceptual Article
Tara Earls Larrison & Wynne S. Korr. "Does Social Work Have a Signature Pedagogy?" (volume 49, number 2, pp. 194–206)

Honorable Mention—Conceptual Article

Ben Anderson-Nathe, Christina Gringeri, & Stéphanie Wahab. "Nurturing 'Critical Hope' in Teaching Feminist Social Work Research." (volume 49, number 2, pp. 277–291)

Evan Senreich. "An Inclusive Definition of Spirituality for Social Work Education and Practice." (volume 49, number 4, pp. 548–563) 

Best Teaching Note
Susan C. Mapp. "Teaching Note—Integrating a Social Justice Assignment Into a Research Methods Course." (volume 49, number 1, pp. 150–172) 

Honorable Mention—Teaching Note
Megan Moore, Kya Fawley-King, Susan I. Stone, & Sarah M. Accomazzo. "Teaching Note—Incorporating Journal Clubs Into Social Work Education: An Exploratory Model." (volume 49, number 2, pp. 353–360)

Best Reviewer: Beverly M. Black, University of Texas at Arlington

Best Conceptual Article

Phillip Dybicz, "The Hero(ine) on a Journey: A Postmodern Conceptual Framework for Social Work Practice" (vol. 48, no. 2, pp. 267–283; doi:10.5175/JSWE.2012.20100005)

Honorable mention: Dorothy N. Gamble, "Well-being in a Globalized World: Does Social Work Know How to Make it Happen?" (vol. 48, no. 4, pp. 669–689; doi: 10.5175/JSWE.2012.201100125)

Best Empirical Article (Qualitative)

Cheryl Regehr, Marion Bogo, Kirsten Donovan, Susan Anstice, and April Lim, "Identifying Student Competencies in Macro Practice: Articulating the Practice Wisdom of Field Instructors" (vol. 48, no. 2, pp. 307–319;  doi: 10.5175/JSWE.2012.201000114)

Honorable mention: Anne K. Hughes, Pilar S. Horner, and Daniel Vélez Ortiz, "Being the Diversity Hire: Negotiating Identity in an Academic Job Search" (vol. 48, no. 3, pp. 595–612; doi: 10.5175/JSWE.2012.201000101)

Best Empirical Article (Quantitative)

Benjamin J. Lough, Amanda Moore McBride, and Margaret S. Sherraden, "Measuring International Service Outcomes: Implications for International Social Work Field Placements" (vol. 48, no. 3, pp. 479–499; doi: 10.5175/JSWE.2012.201000047)

Honorable mention: Ronnie Kaufman, Dorit Segal-Engelchin, and Efrat Huss, "Transitions in First-Year Students’ Initial Practice Orientations" (vol. 48, no 2, pp. 337–359; doi: 10.5175/JSWE.2012.201000105)

Best Reviewers: Charles Floyd, California State University, Stanislaus; Anne Fortune, University at Albany, State University of New York

Best Conceptual Article

“Social Work Scholars' Representation of Rawls: A Critique" (vol. 47, no. 2, pp. 189–211) by Mahasweta M. Banerjee (University of Kansas).  

Best Empirical Article (Qualitative)

"Motivations, Values, and Conflict Resolution: Students' Integration of Personal and Professional Identities" (vol. 47, no. 3, pp. 423–444) by Philip J. Osteen (University of Maryland, Baltimore).

Best Empirical Article (Quantitative)

"Assessing Student Perception of Practice Evaluation Knowledge in Introductory Research Methods" (vol. 47, no. 3, pp. 555–564) by Lisa R. Baker (University of Alabama at Birmingham), David E. Pollio (University of Alabama), and Ashley Hudson (University of Alabama).

Best Reviewers: Ram Cnaan, University of Pennsylvania; Carl Mazza, Lehman College, City University of New York

Best Conceptual Article

“Field Education as the Signature Pedagogy of Social Work Education" (vol. 46, no. 3, pp. 327–339) by Julianne Wayne (University of Connecticut), Marion Bogo (University of Toronto), and Miriam Raskin (George Mason University).  

Best Empirical Article

"Experiential Learning and Learning Environments: The Case of Active Listening Skills" (vol. 46, no. 1, pp. 85–101) by Juan Enrique Huerta-Wong (Universidad de Monterrey) and Richard Schoech (University of Texas at Arlington).

Best Reviewer: Ronald Mancoske, Southern University at New Orleans; Michael Wolf-Branigin, George Mason University

Best Conceptual Article

“Metaphors and the Pejorative Framing of Marginalized Groups: Implications for Social Work Education” (vol. 45, no. 1, pp. 29–46) by Gerald V. O’Brien (Southern Illinois University Edwardsville).

Best Quantitative Empirical Article

“Understanding the Pathways of Factors Influencing the Use of Spiritually Based Interventions” (vol. 45, no. 3, pp. 385–405) by Connie L. Kvarfordt (University of Windsor) and Michael J. Sheridan (The Catholic University of America).

Best Qualitative Empirical Article

“Mapping Graduate Social Work Student Learning Journeys About Heterosexual Privilege” (vol. 45, no. 2, pp. 289–307) by N. Eugene Walls (University of Denver), Rachel Griffin (Southern Illinois University Carbondale), Heather Arnold-Renicker (Center for Progressive Leadership, Washington, DC), Michael Burson (Judi’s House, Denver, CO), Clare Johnston (Rape Assistance and Awareness Program, Denver, CO), Nichole Moorman (Bridges Family Services, Denver, CO), Jenny Nelsen (Sound Mental Health, Bellevue, WA), and Elsa Campos Schutte (Calgary Family Services, Alberta, Canada).