Browsing by Author "Luca Sugawara, Carmen"
Now showing 1 - 4 of 4
Results Per Page
Sort Options
Item From Homeownership to Foreclosure: Exploring the Meanings Homeowners Associate with the Lived Experience of Foreclosure(2014-10) Murphy-Nugen, Amy; Adamek, Margaret E.; Byers, Katharine; Luca Sugawara, Carmen; McGuire, Lisa; Suess Kennedy, SheilaThis study is an interpretative phenomenological analysis that explored the meanings homeowners associated with their lived experience of foreclosure. In the wake of the 2006 housing crash and 2008 Great Recession, questions have been posed about the continued efficacy of homeownership as an asset-based strategy. In addition, the conversation has been dominated by traditional economic and business interests. Discussions about housing policy and foreclosure response have marginalized the voice of vulnerable populations. The literature on housing policy reflects a positivist perspective that privileges analysis of unit production, economic costs and benefits. Secondary attention is given to exploring housing and foreclosure from a critical and constructivist standpoint. Consequently, this study intentionally engaged people who have experienced foreclosure. Depth and meaning were uncovered through interpretative phenomenological analysis. A purposive sample of five homeowners who experienced foreclosure was identified. The five homeowners participated in semi-structured interview. Transcribed interviews were analyzed using the six-step process articulated for interpretive phenomenological analysis (IPA). IPA combines three philosophical foundations—phenomenology, hermeneutics, and idiography—to approach qualitative and experiential research. The findings of this study discovered that foreclosure represents disconnection for the participants. Specifically, due to experiencing foreclosure, participants felt separated from their self-identity, from housing finance literacy, from their relationship with their mortgage lender and servicers, from the benefits of homeownership and from self-sufficiency due to their social service-based, helping-based, and/or low-wage employment. Study findings both affirm and challenge relevant theoretical frameworks. In addition, this research underscores the need for social work education to address financial literacy. Further, social work practitioners should be prepared to either provide or refer consumers to home-buyer education and training. Social workers should also challenge exploitative consumer practices and offer empowering alternatives in their place. Lastly, this research offers strategies and practices to strengthen housing policy and foreclosure response for the benefit of consumers.Item International service learning in post-war Croatia: Capacity building for social work profession(20th Biennale International Consortium for Social Development (ICSD) Symposium, Zagreb, Croatia, 2017-07) Luca Sugawara, Carmen; Carlson, Joan; Makki Alamdari, Sara; Vukoviæ-Èoviæ, SanjaBuilding on a strong partnership with University of Zagreb, Department of Social Work, and a local community organization serving a post-war community in the Osijek and Vukovar region, in 2011, the Indiana University School of Social Work developed an international service-learning course that aims at strengthening social work students’ competencies to work with post-war communities. This study examines learning outcomes of a five-year study abroad experience in post-war Croatia. All 49 students who completed the International Service-Learning course in the past five years were emailed and invited to participate in this study. Drawing on a data set of 30 student respondents to a survey, and one focus-group of six students, the study examines key learning outcomes gained through participation in the program. For purposes of this study, four subscales were developed: (1) critical thinking/academic development, (2) cultural competence, (3) personal and leadership developments, and (4) civic participation/global mindfulness. Average scores for each subscale were calculated. The results show substantial improvement in learning outcomes as a result of taking the course in all subscales, especially in cultural competence (Mean=4.48, SD=0.55) and global mindfulness (Mean=4.38, SD=0.60). More specifically, through focus group data, we learn that international service-learning experiences become a powerful learning platform that goes beyond teaching students professional competencies, shaping their leadership skills, as well as positively influencing their roles as agents of change in their own communities. Preliminary results indicate that, through living in a post-war community even for a short time, and working with local Croatian organizations, students begin to confront their own realities and prejudicial notions, and become more inclusive of different views that question their personal assumptions, and prepare them to interact with refugees in Indiana and other parts of the world. More importantly, students appear to begin shaping a sense of pluralism, question their upbringing, and build on the ability to work in dissonant and unequal environments. The implications for practice, teaching and research are also explored.Item Mid-career mentoring and capacity building strategies: A path to professional development and career advancement(Office of Academic Affairs, IUPUI, Indianapolis, IN., 2016-09-16) Thigpen, Jeffry W.; Luca Sugawara, CarmenThis poster describes the progress and lessons learned as a result of newly implemented Faculty Mentoring Program in the IU School of Social Work.Item Mid-career mentoring and capacity building strategies: A path to professional development and career advancement(Office of Academic Affairs, IUPUI, 2017-11-14) Thigpen, Jeffry; Luca Sugawara, Carmen