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Forging Futures, Building a Pipeline: 'Testimonios' from a Collective of Diverse MFP Alums in the Southwest

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Title: Forging Futures, Building a Pipeline: 'Testimonios' from a Collective of Diverse MFP Alums in the Southwest
Language: English
Authors: Stephanie Lechuga-Peña, Felicia M. Mitchell, Matt Ignacio (ORCID 0000-0002-6501-2630), Justin S. Harty (ORCID 0000-0002-2770-6869), Shanondora M. Billiot
Source: Journal of Social Work Education. 2025 61(1):S38-S50.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Fellowships, Minority Group Students, Social Work, Alumni, Doctoral Students, Racism, Colonialism, Mentors, Student Experience, Personal Narratives
DOI: 10.1080/10437797.2024.2400064
ISSN: 1043-7797
2163-5811
Abstract: For 50 years, the Minority Fellowship Program (MFP) has supported social workers in serving diverse communities at risk of mental health issues and substance misuse, training over 1,000 masters and doctoral-level fellows, and preparing them for meaningful community engagement. Through "testimonios," we explore the career paths, collaborations, and community involvement of five doctoral-level MFP alums working at a large public R1 university in the Southwest. Reflecting as MFP alums and diverse faculty of color, our "testimonios" bear witness to MFP's influence on our antiracist, antioppressive, and decolonial work, our mentorship and recruitment of graduate students of color, and our efforts to build a diverse student pipeline to address mental health and substance misuse within marginalized racial and ethnic communities.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506975
Database: ERIC
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  Value: <anid>AN0185986723;swe02jun.25;2025Jun19.01:57;v2.2.500</anid> <title id="AN0185986723-1">Forging Futures, Building a Pipeline: Testimonios From a Collective of Diverse MFP Alums in the Southwest </title> <p>For 50 years, the Minority Fellowship Program (MFP) has supported social workers in serving diverse communities at risk of mental health issues and substance misuse, training over 1,000 masters and doctoral-level fellows, and preparing them for meaningful community engagement. Through testimonios, we explore the career paths, collaborations, and community involvement of five doctoral-level MFP alums working at a large public R1 university in the Southwest. Reflecting as MFP alums and diverse faculty of color, our testimonios bear witness to MFP's influence on our antiracist, antioppressive, and decolonial work, our mentorship and recruitment of graduate students of color, and our efforts to build a diverse student pipeline to address mental health and substance misuse within marginalized racial and ethnic communities.</p> <p>The Council on Social Work Education (CSWE) Minority Fellowship Program (MFP) has supplemented the education of social work doctoral students from minority or underrepresented populations working in the areas of mental health or substance use disorders with individuals, groups, and communities for 50 years. In 1974, originating in title as the Ethnic Minority Doctoral Fellowship Program, CSWE and the then Center for Minority Group Mental Health of the National Institute of Mental Health began as a model to institute social work's professional commitment to address the mental health needs of people of color (Schiele & Aracelis, [<reflink idref="bib37" id="ref1">37</reflink>]). The vision for this model was to develop leaders of color in social work who could address identified gaps in research knowledge and train and educate future generations of students of color (Schiele & Aracelis, [<reflink idref="bib37" id="ref2">37</reflink>]). Since 1975, the Substance Abuse and Mental Health Services Administration (SAMHSA) of the U.S. Department of Health and Human Services has funded the MFP and behavioral health accreditation organizations in addition to social work to include psychology, psychiatry, nursing, counselors in education and addiction, and marriage and family therapists. Today, in conjunction with SAMHSA's goal to increase the number of culturally competent mental health providers with doctoral degrees, CSWE MFP has provided financial support, training, and a community of practice for more than 700 fellows.</p> <p>Antiracist, antioppressive, and anticolonial approaches have become fundamental to dismantling systemic barriers and enhancing diversity, equity, inclusion, and accessibility (DEIA) in social work (Goings et al., [<reflink idref="bib17" id="ref3">17</reflink>]; Harty et al., [<reflink idref="bib20" id="ref4">20</reflink>]; Maglalang et al., [<reflink idref="bib29" id="ref5">29</reflink>]; McCarter et al., [<reflink idref="bib31" id="ref6">31</reflink>]). These approaches are grounded in a deep understanding of the historical and ongoing injustices that have disproportionately affected marginalized communities and social workers of color. By acknowledging and actively working against these forms of oppression, social workers of color are better equipped to create inclusive spaces that honor and uplift the voices and experiences of those they serve, thereby constructing a more equitable and just society (Craig et al., [<reflink idref="bib12" id="ref7">12</reflink>]). This commitment to challenging inequality at its roots is essential for the evolution of social work. The CSWE MFP's mission to support racial and ethnic minority doctoral students directly advances the principles of DEIA within the profession. By prioritizing the education and professional development of historically underrepresented racially and ethnically diverse doctoral students, the MFP enriches social work with diverse perspectives and experiences. This ensures that policies, research, and practices are more inclusive and effectively address the needs of minoritized and marginalized populations, particularly those at risk for mental health and substance abuse disorders. Through such targeted support, the MFP plays a crucial role in building a more ethical social work profession, where the values of DEIA become core aspects of practice and policy. Building on these foundational commitments, antiracism, anticolonialism, and antioppression serve as critical approaches for DEIA principles in social work.</p> <p>Considering there is limited information on the perceived influence of the MFP's effect on their alums, this article discusses the experiences of five MFP alums and current faculty of color at a large public R1 institution in the Southwest. The literature on antiracist, antioppressive, and anticolonial approaches in social work is briefly provided, along with a review of the role of mentorship for students of color in higher education and institutional support for faculty of color who become mentors. All five authors wrote <emph>testimonios</emph> about their personal experiences in the MFP, and from these insights, we highlight our collective journey as MFP alums and as a racially and ethnically diverse group of faculty from one institution. Drawing on these reflections, we discuss how we benefited from the MFP and propose strategies for cultivating a diverse doctoral student pipeline in social work to address mental health and substance abuse issues.</p> <hd id="AN0185986723-2">Antiracist approaches in social work</hd> <p>Antiracist social work approaches are rooted in actively identifying and resisting racial prejudice and discrimination (Copeland & Ross, [<reflink idref="bib11" id="ref8">11</reflink>]; Keating, [<reflink idref="bib22" id="ref9">22</reflink>]), recognizing that racism transcends individual biases to become entrenched within social structures and institutions (Tedam & Cane, [<reflink idref="bib42" id="ref10">42</reflink>]). Antiracism commits to dismantling these systemic barriers, emphasizing the need for a transformative approach that addresses the historical and ongoing effect of racism on marginalized communities (Aldana & Vazquez, [<reflink idref="bib1" id="ref11">1</reflink>]; Kendi, [<reflink idref="bib23" id="ref12">23</reflink>]). It calls for social workers to engage in self-reflection and continuous education on racial issues, employ culturally responsive and equitable interventions, and advocate for changes that promote racial justice (Aldana & Vazquez, [<reflink idref="bib1" id="ref13">1</reflink>]; Fisher, [<reflink idref="bib16" id="ref14">16</reflink>]; Hanna et al., [<reflink idref="bib19" id="ref15">19</reflink>]). Antiracist social work challenges the power dynamics, societal norms, and systemic racism that perpetuate racial inequalities. Using an antiracist approach not only provides perspectives and skillsets for individuals and communities to draw on to empower themselves but also advances the broader mission of fostering an inclusive and just society (Todić & Christensen, [<reflink idref="bib43" id="ref16">43</reflink>]). The MFP's mission is intrinsically aligned with antiracist social work approaches by emphasizing the empowerment and education of doctoral students from racial and ethnic minority backgrounds. These emerging scholars are uniquely positioned to challenge and dismantle systemic barriers in social work, particularly in areas of mental health and substance abuse. The MFP advances antiracism by supporting scholars and practitioners of color to deepen their understanding of marginalized communities and foster their ability to drive systemic change. This focused support cultivates culturally competent behavioral health professionals, crucial for reducing health disparities and improving care for marginalized populations, thus promoting the antiracist goal of transforming institutions and societal norms that uphold racial inequalities.</p> <hd id="AN0185986723-3">Anticolonial approaches in social work</hd> <p>Anticolonial social work approaches address the lasting effects of colonialism, acknowledging the significant injustices and harms experienced by Indigenous and colonized peoples (Almeida et al., [<reflink idref="bib3" id="ref17">3</reflink>]; Gray et al., [<reflink idref="bib18" id="ref18">18</reflink>]). By confronting and seeking to dismantle the colonial foundations of social work, anticolonial approaches in social work advocate for the decolonization of knowledge, methodologies, and practices (BlackDeer & Ocampo, [<reflink idref="bib8" id="ref19">8</reflink>]; Crampton, [<reflink idref="bib13" id="ref20">13</reflink>]; Rowe et al., [<reflink idref="bib34" id="ref21">34</reflink>]). It underscores the necessity of centering Indigenous voices and knowledge systems, promoting self-determination, and supporting the reclamation and revitalization of cultural practices and identities (Dumbrill & Green, [<reflink idref="bib14" id="ref22">14</reflink>]). Furthermore, anticolonial social work aims to address the disproportionate effect of climate change on Indigenous communities and underscores the need for interventions sensitive to environmental changes and their intergenerational effects (Billiot et al., [<reflink idref="bib7" id="ref23">7</reflink>]).</p> <p>The MFP's focus on supporting doctoral students from racial and ethnic minority backgrounds, including those of Indigenous and colonized communities, serves as a vital step toward embodying anticolonial social work approaches. By elevating scholars who bring critical perspectives and Indigenous methodologies, the MFP is directly contributing to the decolonization of the social work profession. This approach not only reduces health disparities and improves outcomes in these communities but also integrates anticolonial values into research, teaching, and policy, promoting a fairer system.</p> <hd id="AN0185986723-4">Antioppressive approaches in social work</hd> <p>Antioppressive approaches in social work extend beyond addressing racism and colonialism, tackling various forms of inequality such as sexism, ableism, ageism, and classism. These approaches recognize the complexity and overlap of discrimination, understanding that individuals can face multiple forms of bias affecting their opportunities and well-being (Allegri et al., [<reflink idref="bib2" id="ref24">2</reflink>]; Mattsson, [<reflink idref="bib30" id="ref25">30</reflink>]). Antioppressive social work commits to a holistic understanding of each person's unique context and struggles, aiming to advocate for systemic changes that address the root causes of inequality (Strier, [<reflink idref="bib41" id="ref26">41</reflink>]). It centers marginalized groups' lived experiences and voices and challenges the societal norms and structural mechanisms that perpetuate disparities (Sharkey et al., [<reflink idref="bib38" id="ref27">38</reflink>]). Through critical consciousness, antioppressive social work aims to empower individuals and encourage collective action for social justice (Sakamoto & Pitner, [<reflink idref="bib35" id="ref28">35</reflink>]).</p> <p>The MFP's initiative to support racial and ethnic minority social work doctoral students aligns with the principles of antioppressive social work by acknowledging and addressing the intersectionality of oppression, including sexism, ableism, ageism, and classism. By nurturing doctoral students who are culturally aware and attuned to how different forms of discrimination intersect, MFP prepares leaders who can develop interventions and policies that fully acknowledge the intersectionality of oppression. This commitment ensures that the fight against health disparities includes an understanding of how systemic inequalities related to gender, disability, age, and socioeconomic status intersect with racial and ethnic discrimination. This advances a more inclusive and holistic approach to improving healthcare outcomes and dismantling oppression in mental health and substance abuse care.</p> <hd id="AN0185986723-5">Mentorship for students of color in higher education</hd> <p>As historically underrepresented groups in academia, college students of color often encounter persistent challenges to accessing faculty-level or high-quality mentoring and career guidance. According to Edgoose et al. ([<reflink idref="bib15" id="ref29">15</reflink>]), researchers conducted focus groups among racial/ethnic minority undergraduate students pursuing careers in medicine, including African American, Cambodian, Hmong, Lao, Latinx, Native American, and Vietnamese students, to understand their educational experience, including mentoring opportunities. Findings revealed that students' initial interest in health-related careers was often self-initiated, mentoring experiences were often "informal," and students described needing advisors and mentors who not only provide career advice but also emotional support regarding how to successfully navigate academic spaces (Edgoose et al., [<reflink idref="bib15" id="ref30">15</reflink>]). Among graduate students of color, accessing high-quality mentoring can be much more challenging. Slay et al. ([<reflink idref="bib40" id="ref31">40</reflink>]) described findings from semistructured interviews conducted among minority and underrepresented psychology doctoral students to understand campus climate changes as a result of implementing novel racial and ethnic institutional diversity committees, faculty hires, and recruitment strategies. Findings indicate macrolevel efforts did nothing to improve interactions across races or perceptions of inclusiveness on campus, underscoring a mismatch or "bait and switch" experience among underrepresented graduate students within the first days of arrival (Slay et al., [<reflink idref="bib40" id="ref32">40</reflink>], p. 267). Specifically, students were told about the importance of campus diversity during recruitment; however, these words did not translate into quality faculty relationships, negatively affecting students' well-being, and in some cases, led to increased tensions among faculty members regarding racial diversity, creating challenging and psychologically unsafe learning environments (Slay et al., [<reflink idref="bib40" id="ref33">40</reflink>]).</p> <hd id="AN0185986723-6">Mentorship to reduce the effects of microaggressions</hd> <p>Given the negative experiences racial and ethnic minority undergraduate and graduate students often encounter in academia, mentoring or, rather, providing psychologically safe mentoring spaces can have a positive effect on students with minoritized identities. Specifically, mentoring can facilitate coping strategies in the face of discrimination and exclusion and help alleviate the harmful and lasting effects of microaggressions. Microaggressions are defined as commonly occurring verbal and nonverbal indignities that communicate derogatory attitudes toward "others," where said indignities can be unintentional or intentional, and perpetrators may have no awareness of their behaviors and actions (American Psychological Association, [<reflink idref="bib4" id="ref34">4</reflink>]). Relatedly, in a study by Nair and Good ([<reflink idref="bib33" id="ref35">33</reflink>]), researchers conducted focus groups with undergraduate and graduate students from underrepresented groups, organized by race, gender, sexual orientation, and religion, who were attending a large U.S. university to understand how marginalized identities respond to experiences of microaggressions in academia. Findings among students who experienced microaggressions indicated, either for self-defense, pushback, or self-preservation purposes, there is a pressing need to cognitively or emotively process the negative effects of microaggressions, and mentoring can serve as an important safe space for these processes to occur (Nair & Good, [<reflink idref="bib33" id="ref36">33</reflink>]).</p> <hd id="AN0185986723-7">Evidence-based mentoring interventions</hd> <p>Among undergraduate racial and ethnic minority students, Silverstein et al. ([<reflink idref="bib39" id="ref37">39</reflink>]) tested the effectiveness of a virtual-based mentorship pogrom for those interested in pursuing a PhD in psychology. Essential features of the program included antiracist and culturally informed workshops and mentorship activities, and findings revealed participants experienced an overall increase in self-efficacy, confidence to complete a graduate school application, knowledge of Graduate Record Examination testing processes, and decreases in stress as a result of a mentorship program (Silverstein et al., [<reflink idref="bib39" id="ref38">39</reflink>]). For racial and ethnic minority PhD students in biomedical sciences attending different universities, Williams et al. ([<reflink idref="bib44" id="ref39">44</reflink>], p. 9) described findings from a mentorship intervention centered around "academic career coaching." Findings indicate that academic career coaching groups can be a valuable source of emotional, social, and informational support for graduate students of color, as they are noncompetitive and occur independently and apart from the student's institution (Williams et al., [<reflink idref="bib44" id="ref40">44</reflink>]). Chelberg and Bosman ([<reflink idref="bib9" id="ref41">9</reflink>]) also described the effectiveness of using photovoice and photo elicitation as a mentorship tool for underrepresented students pursuing careers in science, technology, engineering, and mathematics. Specifically, students participated in mentorship meetings and documented their lived experiences using photographs in tandem with in-depth discussions on successes and overcoming barriers. Findings revealed that the photovoice intervention benefited students by helping them develop goals, increase accountability, learn strategies for success, and importantly, learn more about themselves, leading to increased resiliency (Chelberg & Bosman, [<reflink idref="bib9" id="ref42">9</reflink>]).</p> <hd id="AN0185986723-8">Methodology</hd> <p></p> <hd id="AN0185986723-9">Researcher positionalities</hd> <p>As CSWE MFP alums, we affirm our shared experience as a cluster of five MFP alums hired at a prominent public R1 institution in the Southwest over 7 years, from 2016 to 2023. We recognize the significance of acknowledging our unique positionality within the social work profession and academic landscape at one of the largest public universities in the United States by enrollment. Through our accounts, we highlight our collective journey as MFP alums and as a racially and ethnically diverse group of faculty representing one institution. We reflect on our experiences before, during, and after our involvement with the MFP and center our reflection within our own positionalities and commitment to DEIA work.</p> <p> <emph>Author 1</emph> identifies as a cisgender Chicana. She is a first-generation graduate and doctoral student and was an MFP fellow from 2013 to 2016. She is an associate professor with more than 20 years of experience in social work practice, working with low-income youth and families. Drawing on critical race theory and Latina/o/x critical race theory, she examines barriers and facilitators to educational outcomes Latina/o/x youth experience, Latina/o/x family well-being, and is a leader in DEIA in social work education, postsecondary institutions, and the child welfare system in Arizona.</p> <p> <emph>Author 2</emph> identifies as a cisgender, mixed-race woman of Indigenous, Black, and White ancestry with tribal connections in the Midwest. She is a first-generation college graduate and was an MFP fellow from 2013 to 2016. She is an associate professor with almost 20 years of experience in health-focused social work practice and scholarship, predominantly engaging with Indigenous communities around their health and well-being. Her secondary line of scholarship focuses on advancing social work education through critical reflection and engagement that seeks to dismantle anti-Black sentiments and settler-colonial standards in academia.</p> <p> <emph>Author 3</emph> identifies as a cisgender male who is a citizen of a tribal nation located in southern Arizona. He was an MFP fellow for 2 nonconsecutive years, in years 3 and 5 of his doctoral program. He is an assistant professor in his fourth year on the tenure track at a large public university close to his tribal nation. His areas of research and teaching include addressing health disparities and improving health outcomes in tribal communities, including disease prevention research (e.g., COVID-19), substance use prevention, and intervention research among Indigenous and other communities of color in Arizona.</p> <p> <emph>Author 4</emph> is a cisgender, Black, and White mixed-race male. He participated in the MFP from 2019 to 2021 and is now a second-year assistant professor. His research focuses on young Black fathers exiting foster care, father involvement in child welfare, and the historical development of father-related services in social work. Through an interdisciplinary approach, he aims to improve services for fathers and families of color in areas like home visiting, child welfare, and foster care. Central to his commitment to social justice is his dedication to dismantling racism and colonialism within the social work profession. By exploring Black social work history, he challenges White supremacy, racism, and colonialism. He also draws on African traditions of self-help and mutual aid, supporting social workers and Black communities in their fight against oppression and inequality. His work is driven by a passion for creating change and promoting equality and justice.</p> <p> <emph>Author 5</emph> identifies as a cisgender female of Indigenous and White ancestry. She is a citizen of a tribal nation located in the Gulf of Mexico region. She was in the MFP for 3 consecutive years and now works as an assistant professor. As an Indigenous woman who has experienced repeated disasters and loss of "home" through environmental changes, she is committed to highlighting and addressing the social and behavioral health effects of global environmental changes.</p> <hd id="AN0185986723-10">Testimonios or personal narratives</hd> <p>Using <emph>testimonios</emph>, also known as personal narratives, as our methodological approach, we reflect on our experience in the MFP and its influence on us as we transitioned from doctoral students to faculty members at a large public R1 university. We also discuss how the MFP was pivotal in shaping us as the next generation of social workers, fostering our skills and knowledge to address pressing concerns in mental health and substance abuse. <emph>Testimonios</emph> center on marginalized individuals' experiences and allow them to explore and share their perspectives (Latina Feminist Group, [<reflink idref="bib24" id="ref43">24</reflink>]; Lechuga-Peña, [<reflink idref="bib25" id="ref44">25</reflink>]; Mackey et al., [<reflink idref="bib28" id="ref45">28</reflink>]). <emph>Testimonio</emph> "validates and centers the experiential knowledge of People of Color, recognizes the power of collective memory and knowledge, and is guided by the larger goals of transformation and empowerment for Communities of Color" (Huber, [<reflink idref="bib21" id="ref46">21</reflink>], p. 83). Like Anzaldúa ([<reflink idref="bib5" id="ref47">5</reflink>]), who wrote from her own lived experiences, which helped her construct her view of the world, we write from our own experiences in the MFP.</p> <p>Utilizing <emph>testimonio</emph>, we began our inquiry, wherein we articulated our histories and narratives through self-reflection. Authors 1 and 2 developed the following questions:</p> <p></p> <ulist> <item> How did you learn about the MFP and navigate the application process?</item> <p></p> <item> Thinking back to your time as a fellow, what were the most influential aspects of being in the MFP?</item> <p></p> <item> Could you provide examples of how your participation in the MFP influenced your engagement in professional collaborations and opportunities after your tenure in the program? Specifically, we are interested in understanding how your MFP experience contributed to:</item> <p></p> <item> Your time on the job market.</item> <p></p> <item> Your involvement in antiracist, antioppressive, and anticolonial collaborations among faculty members and community partners.</item> <p></p> <item> Your efforts in recruiting and mentoring graduate students of color.</item> <p></p> <item> Last, what enduring lessons or insights did you gain from your time in the MFP that continue to inform your professional practice, pedagogy, research, and/or policy work today<emph>?</emph></item> </ulist> <p>After reflecting on these questions and prompts, we each composed our <emph>testimonios</emph>. Next, authors 1 and 2 reviewed the <emph>testimonios</emph> individually, coded all responses, and established initial codes. Then, together, they created a table to capture the combined codes for each question using the "in vivo" coding method, which includes words or short phrases from the author's own words (Saldaña, [<reflink idref="bib36" id="ref48">36</reflink>]). Finally, they met to discuss the themes they identified for each question, and from these discussions, the final themes and subthemes emerged.</p> <hd id="AN0185986723-11">Findings</hd> <p>As faculty of color and MFP alums, we reflected on our time in the program. We discussed the enduring lessons and insights that continue to shape our professional trajectories, pedagogy, research, practice, and collaborations. Collectively, we identified the following themes and subthemes: For question 1, most of us learned about the MFP from a faculty member at our home institution who was an MFP alum or a current MFP fellow/doctoral student. Regarding question 2, the most influential aspects of being in the MFP included the connections made with other doctoral students and faculty of color and financial support. For question 3, MFP provided opportunities that were essential for our success. These included preparing us for the job market, MFP alum support, and facilitating connections with other social work scholars engaged in antiracist, antioppressive, anticolonial practice, and community-based participatory research (CBPR).</p> <p>Furthermore, we received critical mentorship during our time in the MFP. In return, we all became mentors for doctoral students of color applying to the MFP program. Some of us have now served as MFP mentors, and one served on the MFP board. For the final question, there were two main enduring lessons or insights from our time in the MFP: finding community and connection and a sense of belonging.</p> <hd id="AN0185986723-12">Question 1: How did you learn about the MFP and navigate the application process?</hd> <p></p> <hd id="AN0185986723-13">A faculty member was an MFP alum</hd> <p>During my doctoral studies, I had the fortune of being mentored by two Black senior scholars at my institution, both of whom had previously received the MFP award. Their guidance was invaluable in a setting that often overlooked the specific needs of Black doctoral candidates.</p> <p>I worked for several hours on my application and made sure to read the application requirements to submit the strongest application I could. Because the faculty member on the MFP board could not review my materials, I sought support from my mentors to assist with reviewing my application and writing letters of recommendation. However, having a faculty member as an MFP alumnus was instrumental in accessing and navigating the application process.</p> <p>I learned about the MFP from a clinical professor during my second year in the doctoral program. After reading about the strong emphasis on substance use and mental health, I requested an informational meeting with the MFP director because I was not sure if my research area fit well with the program's goals. During the call, the director shared the mission to fit with SAMHSA's strategic plan, which also includes a goal to address behavioral and mental health in postdisaster situations. Finding the link within the strategic plan helped guide my application process.</p> <hd id="AN0185986723-14">A student in their doctoral program was a current MFP fellow</hd> <p>An Indigenous doctoral student, several years ahead of me in the program, encouraged me to apply for the MFP program. She was an MFP fellow at the time, and described the program as an excellent opportunity to meet and network with other social work doctoral students of color.</p> <hd id="AN0185986723-15">Question 2: Thinking back to your time as a fellow, what were the most influential aspects of...</hd> <p></p> <hd id="AN0185986723-16">Connections with other doctoral students and faculty of color</hd> <p>I attended a PWI [predominately White institution] for my doctoral studies. There were few if any doctoral students or faculty who shared my cultural background or were interested in working with Indigenous communities, as I was. The most influential aspect of being a fellow was the opportunity to connect and network with other scholars of color who shared similar backgrounds and interests as myself.</p> <p>The most important aspects of being an MFP fellow were the connections made with other doctoral students of color. This was critically important due to the historic overrepresentation of White people of academia, in social work, and the town where my doctoral social work program was located. Based on the first 3 years of my doctoral education, I could not envision myself, ever, committing to a career in academia, given how culturally foreign, insensitive, and sometimes harmful academia seemed to me as a student.</p> <hd id="AN0185986723-17">Financial support</hd> <p>The financial support was significant, as our program at the time only offered 2 years of funding for doctoral students, and, because I received the fellowship beginning my second year in my program, I didn't have to worry about finding funding after the initial 2 years.</p> <p>The financial support provided by the MFP was a game-changer for me. It covered childcare expenses, allowing me to dedicate more time to my research without worrying about my family's immediate needs. Additionally, receiving funds to attend conferences and professional development workshops without straining my finances was incredibly beneficial.</p> <hd id="AN0185986723-18">Question 3: Could you provide examples of how your participation in the MFP influenced your e...</hd> <p></p> <hd id="AN0185986723-19">Preparation for the job market and alums network</hd> <p>My experience with the MFP had a profound impact on my time on the job market. The job market training and workshops provided by MFP equipped me with crucial skills, significantly shortening my job search. Additionally, the MFP's initiative to create and distribute a curriculum vitae book featuring doctoral students to key academic contacts led to immediate interest from several schools of social work.</p> <p>Being an MFP is being in community, whereas other MFP alums' support can elevate your name through their networks. I know that my MFP connections created a wider network of people I know and helped me connect with people on the job market.</p> <hd id="AN0185986723-20">Working with social work scholars engaged in antiracist, antioppressive, and anticolonial pra...</hd> <p>To this day, I continue to write and collaborate with other MFP alums, most notably author 1, to promote antiracist, antioppressive, and anticolonial work, both in the community and in academia.</p> <p>I had already been engaged in antiracist and antioppressive approaches in my work before becoming an MFP fellow; however, being a part of MFP helped me connect with other students also doing this work. This was helpful to find like-minded scholars and it was affirming that others were engaged in this work.</p> <p>MFP helped me connect with like-minded critical scholars using theories and culturally appropriate approaches in their work with communities of color.</p> <p>Participation in the MFP significantly expanded my involvement in antiracist and anticolonial work. Through the MFP, I collaborated on Black social work history research with my advisor and engaged in decolonial projects with a prominent Indigenous peer from my cohort. These opportunities not only broadened the scope of my work but also led to invitations to speak on these topics, thanks to the visibility gained through MFP events. This enhanced reach has been instrumental in advancing my commitment to transformative social work research.</p> <hd id="AN0185986723-21">CBPR</hd> <p>Conducting CBPR research with Indigenous communities is inherently antiracist in nature, as this type of research methodology aims to establish research coleadership with members and representatives from the target community regarding study design, implementation, and dissemination efforts. To date, I have had the great opportunity to work with Faculty of Color (FOC) on peer-reviewed publications centering antiracism efforts in the social work academy, as well as codevelop a new social work course for students interested in addressing issues related to the U.S./Mexico border, and the intersection of tribal nations and their sovereignty.</p> <p>I became good friends with some of the other fellows and have continued to collaborate with them as a faculty member, mostly Author 2. We both are engaged in CBPR and find it essential to remain committed to our communities even as we are working within academia.</p> <p>Conducting respectable CBPR is anticolonial and antiracist. I continue to maintain relationships I developed in communities I have worked. I also still collaborate with MFP alum in teaching and writing projects.</p> <hd id="AN0185986723-22">Mentoring doctoral students of color</hd> <p>I did not receive the mentorship I had hoped for at my home institution; however, through MFP I got a glimpse of what mentorship could be like. Since becoming a faculty member, I have focused my time and energy on mentoring doctoral students of color. I have supported them in applying to the MFP with much success, as the first Indigenous doctoral student I mentored was the first MFP fellow at my current institution in 2016 (as far as current faculty memory can recall there had never been an MFP fellow before). Since then, I have supported two other doctoral students of color in becoming MFPs. Through this I have served as students' MFP advisor and hope to continue to do so for many students to come.</p> <p>Since becoming alums of the MFP, I have been actively involved in mentoring and recruiting graduate students of color for the program. Each year, I mentor doctoral students of color applying to the MFP, encourage my mentees to apply, and have formally sought to become an MFP advisor.</p> <p>Since accepting a tenure-track position I have been involved with MFP as an alum. I served on the MFP board and mentored several doctoral students through the application process. Of the four, three were accepted in their first application cycle.</p> <hd id="AN0185986723-23">Question 4: Last, what enduring lessons or insights did you gain from your time in the MFP th...</hd> <p></p> <hd id="AN0185986723-24">Community and connection</hd> <p>Attending a PWI for my doctoral education was disheartening and lacked a sense of community. If anything, MFP helped me find community and connection in spaces that weren't made for women and people of color like me. MFP and its commitment to community and creating safe spaces for students of color stays with me always. Meeting another MFP alumnus always feels like meeting a friend and a person with a shared experience or understanding. I take that lesson into account and continue to try and bring more students into that space and expand those connections.</p> <p>Every year that I attend the Annual Program Meeting (APM), it feels like an MFP reunion, as I run into former MFP fellows who have now become my good friends and colleagues.</p> <p>The community I found within the MFP, both among my cohort and with alums, illuminated the power of collective experience and mentorship in overcoming feelings of marginalization. These connections fostered a supportive environment that has been crucial in my efforts to recruit and mentor the next generation of scholars of color, ensuring they also have the guidance and support needed to navigate academic and professional landscapes.</p> <p>An enduring lesson I learned from MFP is to give back by building and mentoring social work students, but of particular concern is mentoring students of color. I am driven to provide a safe space, a safe mentoring space for bachelor's, master's, and doctoral-level students of color on campus.</p> <hd id="AN0185986723-25">Sense of belonging</hd> <p>In many ways I believe I am still learning from my MFP colleagues and alum. The training and network support we received has opened the door for so many of us to challenge the status quo of academia, disciplines, and all aspects of our work. The key was they said to us, "You belong here, you belong in academia or any space you believe your voice is needed." Not only was the message that we belong but that we are needed, in some ways, now more than ever if we as social work scientists and practitioners are truly going to address the challenges of our time.</p> <p>Providing spaces of belonging and support are essential for students of color, as they often do not have access to these during their doctoral programs. I have a responsibility to mentor students of color and help continue to build a pipeline of MFP fellows. Just as I stated in my MFP application, I am still committed to the well-being of Latinx families and communities.</p> <hd id="AN0185986723-26">Discussion</hd> <p>Using <emph>testimonios</emph> or personal narratives of five faculty of color at a large public institution in the Southwest, we document our experiences as MFP alums. It is evident that the MFP had a significant effect on all of us, providing essential institutional knowledge while helping us navigate academia. We discuss how we benefited from this prestigious fellowship and offer recommendations for creating a pipeline of doctoral students of color in social work. Using four guiding questions, we detailed our experiences as former fellows and collectively found MFP integral to our success as doctoral students of color. Having an MFP alum on the faculty or having a doctoral student in the MFP program during our time in our doctoral programs was critical. We may not have known about the program's presence without MFP connections through faculty and current fellows. Additionally, having the opportunity to connect with other students of color in social work during our doctoral programs was also fundamental, as some of us were the only students of color in our programs and often felt "lonely' or "isolated" at our home institutions. Being a part of MFP allowed us to connect with other students of color across the United States, where we found "like-minded people" and found spaces that felt like "home."</p> <p>Financial support from MFP was a profoundly important benefit for all of us. Having funding to support conference travel, childcare, and basic living expenses contributed to our ability to complete our doctoral degrees and ultimately pursue and obtain a tenure-track faculty position. Given that there is no standardized process to fund the pursuit of a doctoral degree across universities, much less within social work programs, an acceptance into a social work doctoral program can mean that one is offered zero funding to a fully funded package. A recent survey of social work doctoral programs found that 84.3% (<emph>n</emph>=43) of survey participants offered guaranteed funding for a mean of 3 years (<emph>SD</emph>=1.25) with an average stipend of $21,448 (<emph>SD</emph>=$5,595; Lee et al., [<reflink idref="bib27" id="ref49">27</reflink>]). Therefore, without personal wealth, employment, a competitive fellowship, or scholarship, most doctoral students have to incur debt to financially afford to matriculate. A 2013 study of 281 social work doctoral students found that only 26% of graduating students did so without educational debt, and those who did incur debt throughout their educational journey believed that the amount of debt they had affected their career decisions (Begun & Carter, [<reflink idref="bib6" id="ref50">6</reflink>]). Therefore, fellowships like MFP are essential for students of color who rely on external funding to complete their doctoral programs.</p> <p>MFP's commitment to doctoral students' completion and training future scholars to address pressing mental health and substance abuse concerns was enduring. MFP provided training to prepare us to enhance our skills and prepare for the job market and taught us the importance of creating our professional network. This network was evident when all of us were on the job market and were all able to connect with MFP alums from across the country. Moreover, MFP's commitment to antiracist, antioppressive, and anticolonial practice is a shared value among all authors, as noted in our <emph>testimonios</emph>. We all have and continue to collaborate with other scholars using critical theories and culturally appropriate approaches in social work, often through CBPR. MFP's mission to support racial and ethnic minority doctoral students directly advances the principles of DEIA within our profession. Finally, as MFP provided us with important mentorship, we became mentors and advisors to give back. Mentorship is critical for students of color and historically excluded students in higher education. Considering this, all authors have mentored doctoral students through the MFP application process; some of us serve as MFP mentors or advisors, and one of us has sat on the board of MFP. Mentorship is critical for student success, particularly for underrepresented students (Lechuga-Peña, & Lechuga, [<reflink idref="bib26" id="ref51">26</reflink>]; Mendoza et al., [<reflink idref="bib32" id="ref52">32</reflink>]). In their review of social work doctoral education over the last 4 decades, Chin et al. ([<reflink idref="bib10" id="ref53">10</reflink>]) noted efforts some schools have made toward addressing diversity needs, particularly for doctoral students of color. Their report highlighted critical areas that needed improvement to ensure doctoral students of color were prepared for the job market, including mentorship, the more extensive network supports such as CSWE's MFP, promoting critical reflexivity, increasing financial supports, and clear understanding of postgraduation processes.</p> <p>Finally, MFP provided us with a "space of belonging." The connections we created in MFP continue today, as we are all at one institution, writing together, collaborating, and supporting our current doctoral students of color. When this special issue was announced, we knew we had to contribute our voices to the important conversation about MFP's significant and enduring effect on students and faculty of color.</p> <hd id="AN0185986723-27">Recommendations for creating a pipeline of students of color in social work</hd> <p>Creating a pipeline of doctoral students of color in social work to affect areas of mental health or substance abuse disorders involves several key steps:</p> <p></p> <ulist> <item> <emph>Early outreach</emph>: Authors 1 and 2 were the first MFP alums hired at our institution, followed by authors 3, 4, and 5. Having MFP alums on faculty provides a key opportunity to recruit students of color to doctoral education and support them in applying for the MFP if they are focused on mental health and substance use.</item> <p></p> <item> <emph>Mentorship</emph>: MFP faculty mentors can offer guidance on academic and research pursuits related to mental health and substance use and provide support throughout mentee's doctoral program. This is particularly important for first-generation graduate students.</item> <p></p> <item> <emph>Financial support</emph>: Ensuring funding opportunities are available to support doctoral students of color financially is crucial. This includes the MFP fellowship, as well as scholarships, assistantships, or research grants. Financial support can reduce barriers to entry and make doctoral study more accessible for historically excluded students.</item> <p></p> <item> <emph>Promote antiracist, antioppressive, and anticolonial practice</emph>: Implementing initiatives to promote diversity, equity, and inclusion within social work doctoral programs is required. This can involve targeted recruitment efforts to attract students from underrepresented backgrounds and create supportive environments that foster belonging and success for all students.</item> <p></p> <item> <emph>Professional development and networking</emph>: Offering professional development workshops, seminars, and networking events to help doctoral students build skills, connect with peers and professionals, and explore career pathways beyond academia are integral components of MFP.</item> </ulist> <hd id="AN0185986723-28">Conclusion</hd> <p>The MFP has been pivotal in shaping our academic trajectories and fostering our commitment to social justice. As fellows, we cultivated a deep understanding of the intersections between our social identities and our scholarly pursuits, recognizing the transformative potential of our research in promoting equity and inclusion to better serve historically underrepresented and underserved racial/ethnic communities. The MFP provided us with invaluable support, mentorship, and resources, empowering us to navigate the complexities of academia and amplify our voices within our field. Our experiences as fellows and now alums have instilled in us a profound sense of responsibility to leverage our academic platforms for social change and to advocate for the needs and aspirations of underrepresented and underserved communities of color. As MFP alums, we continue to be a part of a vibrant community of scholars dedicated to advancing DEIA in social work education, practice, policy, and research. We recognize and honor that our identity as members of the MFP community informs and enriches our scholarly pursuits, and we embrace the opportunities and challenges that come with our positionality.</p> <hd id="AN0185986723-29">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0185986723-30"> <title> References </title> <blist> <bibl id="bib1" idref="ref11" type="bt">1</bibl> <bibtext> Aldana, A., & Vazquez, N. (2020). From colour-blind racism to critical race theory: The road towards antiracist social work in the United States. In G. Singh & S. Masocha (Eds.), Antiracist social work: International perspectives (pp. 129 – 148). Red Globe Press.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref24" type="bt">2</bibl> <bibtext> Allegri, E., Rosina, B., & Sanfelici, M. (2022). Remaking social work by applying an anti-oppressive lens. In N. T. Tan & P. Shajahan. (Eds.), Remaking social work for the new global era (pp. 29–44). 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Advances in Social Work, 22 (2), 389 – 415. https://doi.org/10.18060/24972</bibtext> </blist> <blist> <bibtext> Williams, S. N., Thakore, B. K., & McGee, R. (2017). Providing social support for underrepresented racial and ethnic minority PhD students in the biomedical sciences: A career coaching model. CBE Life Sciences Education, 16 (4), ar64. https://doi.org/10.1187/cbe.17-01-0021</bibtext> </blist> </ref> <aug> <p>By Stephanie Lechuga-Peña; Felicia M. Mitchell; Matt Ignacio; Justin S. Harty and Shanondora M. Billiot</p> <p>Reported by Author; Author; Author; Author; Author</p> <p></p> <p>Stephanie Lechuga-Peña , PhD, MSW, is an Associate Professor in the School of Social Work at Arizona State University.</p> <p>Felicia M. Mitchell , PhD, MSW, is an Associate Professor at the School of Social Work at Arizona State University.</p> <p>Matt Ignacio , PhD, MSSW, is a tribal member of the Tohono O'odham Nation, and Assistant Professor at ASU School of Social Work on the Tucson campus.</p> <p>Justin S. Harty , PhD, MSW, LCSW, is an Assistant Professor at Arizona State University's School of Social Work.</p> <p>Shanondora M. Billiot (United Houma Nation), PhD, MSW, is an Assistant Professor at Arizona State University.</p> </aug> <nolink nlid="nl1" bibid="bib37" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib17" firstref="ref3"></nolink> <nolink nlid="nl3" bibid="bib20" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib29" firstref="ref5"></nolink> <nolink nlid="nl5" bibid="bib31" firstref="ref6"></nolink> <nolink nlid="nl6" bibid="bib12" firstref="ref7"></nolink> <nolink nlid="nl7" bibid="bib11" firstref="ref8"></nolink> <nolink nlid="nl8" bibid="bib22" firstref="ref9"></nolink> <nolink nlid="nl9" bibid="bib42" firstref="ref10"></nolink> <nolink nlid="nl10" bibid="bib23" firstref="ref12"></nolink> <nolink nlid="nl11" bibid="bib16" firstref="ref14"></nolink> <nolink nlid="nl12" bibid="bib19" firstref="ref15"></nolink> <nolink nlid="nl13" bibid="bib43" firstref="ref16"></nolink> <nolink nlid="nl14" bibid="bib18" firstref="ref18"></nolink> <nolink nlid="nl15" bibid="bib13" firstref="ref20"></nolink> <nolink nlid="nl16" bibid="bib34" firstref="ref21"></nolink> <nolink nlid="nl17" bibid="bib14" firstref="ref22"></nolink> <nolink nlid="nl18" bibid="bib30" firstref="ref25"></nolink> <nolink nlid="nl19" bibid="bib41" firstref="ref26"></nolink> <nolink nlid="nl20" bibid="bib38" firstref="ref27"></nolink> <nolink nlid="nl21" bibid="bib35" firstref="ref28"></nolink> <nolink nlid="nl22" bibid="bib15" firstref="ref29"></nolink> <nolink nlid="nl23" bibid="bib40" firstref="ref31"></nolink> <nolink nlid="nl24" bibid="bib33" firstref="ref35"></nolink> <nolink nlid="nl25" bibid="bib39" firstref="ref37"></nolink> <nolink nlid="nl26" bibid="bib44" firstref="ref39"></nolink> <nolink nlid="nl27" bibid="bib24" firstref="ref43"></nolink> <nolink nlid="nl28" bibid="bib25" firstref="ref44"></nolink> <nolink nlid="nl29" bibid="bib28" firstref="ref45"></nolink> <nolink nlid="nl30" bibid="bib21" firstref="ref46"></nolink> <nolink nlid="nl31" bibid="bib36" firstref="ref48"></nolink> <nolink nlid="nl32" bibid="bib27" firstref="ref49"></nolink> <nolink nlid="nl33" bibid="bib26" firstref="ref51"></nolink> <nolink nlid="nl34" bibid="bib32" firstref="ref52"></nolink> <nolink nlid="nl35" bibid="bib10" firstref="ref53"></nolink>
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  Group: Ti
  Data: Forging Futures, Building a Pipeline: 'Testimonios' from a Collective of Diverse MFP Alums in the Southwest
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Stephanie+Lechuga-Peña%22">Stephanie Lechuga-Peña</searchLink><br /><searchLink fieldCode="AR" term="%22Felicia+M%2E+Mitchell%22">Felicia M. Mitchell</searchLink><br /><searchLink fieldCode="AR" term="%22Matt+Ignacio%22">Matt Ignacio</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6501-2630">0000-0002-6501-2630</externalLink>)<br /><searchLink fieldCode="AR" term="%22Justin+S%2E+Harty%22">Justin S. Harty</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2770-6869">0000-0002-2770-6869</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shanondora+M%2E+Billiot%22">Shanondora M. Billiot</searchLink>
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  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Social+Work+Education%22"><i>Journal of Social Work Education</i></searchLink>. 2025 61(1):S38-S50.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Fellowships%22">Fellowships</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Work%22">Social Work</searchLink><br /><searchLink fieldCode="DE" term="%22Alumni%22">Alumni</searchLink><br /><searchLink fieldCode="DE" term="%22Doctoral+Students%22">Doctoral Students</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Colonialism%22">Colonialism</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Narratives%22">Personal Narratives</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/10437797.2024.2400064
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1043-7797<br />2163-5811
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: For 50 years, the Minority Fellowship Program (MFP) has supported social workers in serving diverse communities at risk of mental health issues and substance misuse, training over 1,000 masters and doctoral-level fellows, and preparing them for meaningful community engagement. Through "testimonios," we explore the career paths, collaborations, and community involvement of five doctoral-level MFP alums working at a large public R1 university in the Southwest. Reflecting as MFP alums and diverse faculty of color, our "testimonios" bear witness to MFP's influence on our antiracist, antioppressive, and decolonial work, our mentorship and recruitment of graduate students of color, and our efforts to build a diverse student pipeline to address mental health and substance misuse within marginalized racial and ethnic communities.
– Name: AbstractInfo
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  Data: As Provided
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  Label: Entry Date
  Group: Date
  Data: 2026
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  Label: Accession Number
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  Data: EJ1506975
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      – Type: doi
        Value: 10.1080/10437797.2024.2400064
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: S38
    Subjects:
      – SubjectFull: Fellowships
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Social Work
        Type: general
      – SubjectFull: Alumni
        Type: general
      – SubjectFull: Doctoral Students
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      – SubjectFull: Racism
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      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Personal Narratives
        Type: general
    Titles:
      – TitleFull: Forging Futures, Building a Pipeline: 'Testimonios' from a Collective of Diverse MFP Alums in the Southwest
        Type: main
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            NameFull: Stephanie Lechuga-Peña
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            NameFull: Felicia M. Mitchell
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            NameFull: Matt Ignacio
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            NameFull: Justin S. Harty
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            NameFull: Shanondora M. Billiot
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              Type: published
              Y: 2025
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              Value: 2163-5811
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              Value: 61
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              Value: 1
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            – TitleFull: Journal of Social Work Education
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