Jessica Euna Lee

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https://hdl.handle.net/1805/46335
Dr. Jessica Euna Lee, PhD, LSW is an Associate Professor at Indiana University School of Social Work. Lee’s scholarship focuses on refugee and global health, health disparities, health care social work, and community-engaged methods. She is a community-engaged health researcher, social worker, and program developer who promotes health equity and behavioral health for refugee and ethnic minority populations. Dr. Lee is currently PI/co-PI on multiple funded projects including: 1) a participatory action research project with Burmese refugee youth analyzing resilience; 2) a community-based study addressing autism spectrum disorder among Burmese families; and 3) a study exploring racial identity development and educational attainment of African and Asian immigrant youth. She is also the PI of a Health Resources and Services Administration (HRSA) Behavioral Health Workforce Education and Training (BHWET) Program for Paraprofessionals grant-funded project at IUSSW. Lee co-authors and collaborates with stakeholders in the refugee community on community-based interventions. She serves as Co-Director of the Center for Research, Policy and Innovation at the Burmese American Community Institute and Research Advisor for the Upward Summer Scholars Program. She is chair of the MSW Health Focus Area at IU School of Social Work, and she co-edited the book Social Work in Health Settings: Practice in Context, 5th Edition.

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Recent Submissions

Now showing 1 - 4 of 4
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    Global health: encyclopedia of Social Work online
    (Oxford UP, 2014) Schwaber Kerson, Toba; Lee, Jessica Euna
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    Promoting and assessing human rights-based Social Work teaching practice
    (Indiana University, 2021) Moffett, Kim; Lee, Jessica Euna; Bellian, Pious Malliar
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    Sense(making) & Sensibility: Reflections on an Interpretivist Inquiry of Critical Service Learning
    (University of Georgia, 2023-04) Weaver, Laura; Warren-Gordon, Kiesha; Crisafulli, Susan; Kuban, Adam J.; Lee, Jessica E.; Santamaría Graff, Cristina; School of Education
    Critical service learning, as outlined by Mitchell (2008), highlights the importance of shifting from the charity- and project-based model to a social-change model of service learning. Her call for greater attention to social change, redistribution of power, the development of authentic relationships, and, more recently with Latta (2020), futurity as the central strategies to enacting “community-based pedagogy” has received significant attention. However, little research has occurred on how to measure the effectiveness of these components. This reflective article expands upon and calls into question the ways in which critical service learning can be assessed. Utilizing focus groups, we ask the following questions: How do engaged scholar–practitioners operationalize Mitchell’s (2008) three tenets of critical service learning? What are ways to measure the outcomes and impacts of Mitchell’s three tenets of critical service learning?
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    Visualizing structural competency: moving beyond cultural competence/ humility toward eliminating racism
    (Taylor & Francis, 2022) Kyere, Eric; Boddie, Stephanie; Lee, Jessica Euna; School of Social Work
    In this article, the authors argue that in the United States, structural racism set the stage that increased persons of color’s vulnerabilities and risks to COVID-19 compared to Whites, while simultaneously killing Blacks through racialized policing. They draw on structural violence as a theoretical framework to ground their argument and add to the discussion on the need for social work to explicitly build structural competency to effectively respond to structural racism. Most importantly, the authors contend that, structural racism entails a network of interdependent institutions and organizations that interact with individuals in a complex way to affect health and well-being. Therefore, eliminating racism needs to move beyond a single institution and organization to interdependent relationships among institutions and the mechanized paths through which their effects are translated at the community and individual levels. In this regard, instead of simplifying the complexities surrounding structural racism, we should embrace them and build knowledge system and tools that are complexity sensitive toward eliminating racism. The authors extend the emerging discussion on a renewed focus for structural competency in social work education and respond to the Grand Challenge to Eliminate Racism by presenting a “structuragram” as a heuristic to assess, analyze, and intervene at the structural level factors that influence the individual and community’s realities. We conclude with a case example and recommendations for structural competency-based practice.