(un)Known Resources and Shame: A Narrative Inquiry into Hispanic Students Navigation of Case Management Social Work Services

Background and Purpose:
Research emphasizes the positive impact of case management services on student outcomes, but the impact on Hispanic student outcomes remains understudied. Social work case management models may positively impact Hispanic students' mental and physical well-being towards retention by providing holistic services. To understand the impact of social work case management at HSIs, it is important to have an understanding of the experiences of Hispanic students navigating these services. The purpose of this narrative inquiry study is to explore the experience of navigating case management social work services while enrolled at an HSI, as told through the stories of Hispanic students categorized as at-risk for attrition.

Methods:
This qualitative study used a purposive sampling strategy for recruiting eligible participants. Students were recruited from an advocacy and resource center where social work case managers are trained to provide holistic supportive services. All eight participants identified as female, currently enrolled in an HSI, and met socioeconomic criteria for case management services. The participants completed an in-depth semi-structured interview about their experiences of seeking help and navigating services, and the interview audio was transcribed. The initial review of the transcripts sought elements that are integral to the experience. Interview data and reflective journals were analyzed with NVIVO software, and coding and analysis focused on specific vignettes which were organized into matrices to capture the order of their stories. Themes were developed collaboratively with the interview participants and refined through iterative coding.

Findings:
Five major themes emerged including 1) financial stress and need, 2) critical support, 3) helping through personal and institutional challenges, 4) safe spaces, 5) the known and unknown resources, and 6) internal and external barriers resources. Most participants' stories began with a storyline of financial stress that created a need for support. Each participant shared that navigation provided critical support in the academic journey with an emphasis on the holistic array of services provided including childcare scholarships, counseling services, food, and transportation. Storylines revealed services as helpful in navigating personal and institutional challenges and academic difficulties. Participants also shared stories of the known and unknown resources, where stories reflected previously knowing of the services or not knowing of the services at all. A common storyline among all participants was that of shame in seeking resources which were often reflected in their stories of cultural and student identity and coupled with stories of barriers to support.

Conclusion and Implications:
The study revealed the experiences of social work case management at an HSI, and Hispanic students stories of the emotional and psychological impact as a result of navigating these holistic services. The findings describe the positive impact of navigating social work case management holistic services, after experiencing financial stress. The availability, accessibility, and awareness of these services across HSIs raises equity concerns and a call to action. Ensuring the availability, improving accessibility, and improving awareness of social work case management holistic services can improve the retention of Hispanic students.