A new project led by Pitt School of Social Work faculty will be receiving a Faculty Internal Research Pilot Project Grant to explore burnout among BIPOC (Black, Indigenous, People of Color) graduate students. “Taking Off the Cape: Removing the Cloak of Invincibility to Support BIPOC Graduate Students" is led by PI Dr. Alicia Johnson, Child Welfare Education for Leadership (CWEL) Academic Coordinator, and includes Co-Is faculty members Dr. Yodit Betru, Dr. Aliya Durham, Dr. Toya Jones, and Deborah Robinson, LSW. The purpose of the study is to learn more about BIPOC graduate students’ experiences and develop a framework of support around their needs.
Investigators hypothesize that BIPOC students may be experiencing high levels of burnout and want to know what the contributing/mitigating factors are and how to best support students to a successful completion of their programs and beyond. This is an important area of study as burnout leads to decreased overall wellness which affects competency in client care, among other issues.
Students will complete a survey of open-ended questions and participate in focus groups to determine levels of burnout and contributing/mitigating factors. Early identification could enable appropriate resources to be recommended, and help students feel a greater sense of belonging as their sense of self efficacy and agency increases. Information and subsequent recommendations gathered through this research will be shared with stakeholders at the University, including the Teaching and Learning team, the Center on Race and Social Problems, the CWEL Program, the Counseling Center and faculty advisors, to inform and train staff on how to better assist students.
“Most graduate students are stressed at some point during their matriculation. Many may even have experienced or are currently experiencing burnout” explained Dr. Johnson. “Our concern is that BIPOC students may be at increased risk of burnout due to compounding factors which may tax their mental and physical health and ultimately affect their academic performance and success in our programs. Moreover, poor academic performance or failure to complete our programs may perpetuate the ongoing issue of a lack of clinician diversity. An increase in diversity could increase cultural competence and overall care to improve health outcomes for future generations. This research team believes that the university has a responsibility to explore this topic and create tangible, sustainable supports so that students can be mentally and emotionally healthy upon graduation and ready to serve those in need in our communities.”