A Culturally Informed Response to Grief and Loss (CIRGL)

A Single Case Study of Anti-Racist and Culturally Responsive Program Development and Evaluation

Authors

DOI:

https://doi.org/10.18060/28420

Keywords:

School Social Work, Cultural Responsiveness, Anti-racist Social Work, Minoritized Students, Grief and Loss, Culturally Responsive Evaluation (CRE), Online Professional Development, case study

Abstract

This paper provides a case study analysis of the Culturally Informed Responses to Grief and Loss (CIRGL) Professional Development Program, which equips school-based social workers and other professionals with skills and critical consciousness to support minoritized students in navigating grief and loss. By detailing the CIRGL program’s development, implementation, and culturally responsive evaluation (CRE), the paper outlines the process for developing anti-racist and culturally responsive approaches in social work. The case study draws on the evaluation data including quantitative surveys of participants at the start and near the end of the program, qualitative interviews with a sample of participants near the end of the program, and the critical reflexivity of the developers and evaluators throughout the process. Overall, participants met the learning goals of the program and experienced the content as relevant and meaningful. Most participants also stated they felt confident applying the content in their work settings. The paper concludes by discussing the implications for anti-racist program development in school social work, highlighting shared values, strategies for addressing White fragility, and the importance of grounding the work in anti-oppressive practices. This case study demonstrates both the feasibility of such professional development programs and the need for such professional development opportunities.

Author Biographies

Leticia Villarreal Sosa, University of Texas Rio Grande Valley

Dr. Leticia Villarreal Sosa, LCSW, PEL SSW is Associate Dean and Professor in the School of Social Work at UTRGV. Her current research focuses on utilizing Photovoice as a tool for advocacy, and an immigrant student equity project. Her forthcoming book focuses on the testimonios of older adult Latina trailblazers in Chicago. She was awarded a grant from New York Life Foundation to develop a culturally informed response to grief and loss certificate for school based professional. She has received several honors including the book of the year award for her book, School Social Work: National Perspectives on Practice in the Schools, the best conceptual article published in 2021 in the International Journal of Social Work Education for her human rights approach to study abroad, the Davlin Diversity Leadership Award in 2022, and the Gary Lee Shaffer award in 2023 for significant contributions to the field of school social work. 

Mostafa Adel Hanafy, University of Illinois Urbana-Champaign

Mostafa Hanafy is a University of Illinois Urbana-Champaign doctoral candidate with more than 10 years of experience with leading international organizations (i.e., Save the Children, UNV, GIZ). Mostafa served as Education Officer at UNICEF, where he supported the ongoing Egyptian education reform, Education 2.0, working closely with the Ministry of Education and Technical Education. He also led the digital transformation of education in response to COVID-19, besides the development of the LSCE and in-school governance toolkits. Mostafa also worked as Digital Learning Consultant, where he led the deployment and the activation of UNICEF’s Learning Passport. In addition, Mostafa has been actively engaged in contributing to the design and implementation of various evaluation projects focusing on the effectiveness of and the implementation of equity-focused campus wide initiatives at the UIUC. Mostafa holds two master’s degrees; M.A in Public Administration (Hons.) from the American University in Cairo and M.Sc. in Project Management (Distinction) from the Robert Gordon University, through Jameel Public Leadership Fellowship and Chevening scholarship, respectively.

Rodney Hopson, American University

Rodney Hopson is Acting Dean and Professor at the School of Education, American University. With nearly 25 years as a university professor across leading institutions in the U.S. and world and having received funding from the NSF, NIH, RWJF, Kellogg, and other local and international funders in support of his research and evaluation, including the founding of internship and fellowship programs to support graduate and post-graduate students of color from traditionally underrepresented communities (cf. AEAGEDI), Hopson’s evolving and current interests lie in understanding factors that contribute to the optimal aspirational and academic success of underserved and underrepresented groups in social and natural sciences. Of the 10 books in which he has co-edited or co-authored, titles include Culturally responsive inquiry in education: Improving research, evaluation, and assessment (Harvard Education Press, 2022), Tackling wicked problems in complex ecologies: The role of evaluation (Stanford University Press, 2018), New directions in educational ethnography: Shifts, problems, reconstruction (Emerald, 2016), Power, voice, and the public good: Schooling and education in global societies (Elsevier, 2008), and others.

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2026-04-07

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Vol. 25 No. 3 (2025): Fall 2025

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Copyright (c) 2026 Leticia Villarreal Sosa, Mostafa Adel Hanafy, Rodney Hopson, Susanna Bohun

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