SUMMARY STATEMENTS - Promoting women in academia
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SUMMARY STATEMENTS
1Summary of Case for Promotion (maximum of 1 page 10pt font)
Outline the specific grounds on which your application is based. Summarise the key points relating to
your application and demonstrate the ways in which the relevant criteria for the application have been
met. Please do not repeat specific information or data contained in your academic portfolio
Four specific factors underpin my application to Associate Professor, recognising exemplary pedagogical
practices, research impact, and academic citizenry. The first is that I have 20 years of teaching and research
experience across three Australian universities (two G08). The second is that this experience translates to the
consistent delivery of high quality teaching to students at Griffith (GU). Thirdly, I am part of a team shortlisted for a
GU Beacon grant ($5m), and a CI on an ARC Linkage application with imminent announcement ($525K),
demonstrating continued upward trajectory of citations and inter/national leadership in cultural diversity and child
safety. Finally, I model work-life balance for its positive impact on the health of relationships with colleagues and
students, and on the quality of academic work created and delivered. How I meet criteria for promotion is
summarised below:
Teaching – Promoting student evaluations; Presenting at L&T meetings; Critically reflecting on and applying current
pedagogy, and engaging with industry partners; and Implementing GU’s ‘Principles to Promote Excellence in L&T’
• SECs and SETs are administered each year, and 2002HSV Human Services Research was included in a
trial of new SEC questions in 2019 about ‘active learning’. An announcement about the importance of ethical
feedback successfully enhanced students’ understanding of the cyberbullying experienced by Convenors.
• Major changes to 2002HSV of a blended model that boosts both pedagogy and staff well-being was presented
to HSV and Health Executive staff. Also being cost-effective, this model was forced to be adopted post Covid-
19, but at the time was innovative and forward-thinking. As retention and university income are predicted by
student satisfaction, it was a substantive contribution to workplace practices and excessive teaching loads.
• Long-standing critical reflections on how 2002HSV could be improved have accumulated since first teaching it
in 2010. All major changes were implemented in 2019, including the design of a new assessment piece. These
changes were informed and reviewed by pedagogy experts familiar with relevant scholarly literature, and
demonstrate all ‘Principles to Promote Excellence in L&T Practices at Griffith’ (see Academic Portfolio for
detail). Previous offerings included guest lectures from industry (e.g. Qld Health, Logan Together), and may be
reintroduced for students to continue gaining access to real-world experiences of research and opportunities.
Research – Publishing refereed, significant, and original outputs receiving positive recognition; Attracting external
grants/funding and invitations as keynote speaker; Measurable research impact; Supervising HDRs to completion
• Across my career, I have established a well regarded publication profile in academic books, monographs, book
chapters, peer reviewed journal articles, conference papers, commissioned government (GO) and non-
government (NGO) reports, and on social media, including in journals with high impact factors (JIFs) for the
social sciences, on a range of important issues including racism, sexism, child protection, and cognitive bias.
Since last promotion, 33 outputs have been prepared and 25 published, demonstrating I perform as if full-time.
• I work in areas that receive little research attention due to their complexity and sensitivity, so positive recognition
and measurable demonstration of impact on policy and practice within the wider community is demonstrated by
number of reads, invitations to speak, and testimonials from end-users (see Academic Portfolio for exemplars)
compared to number of citations or awards that depend on such metrics. Given it addresses niche taboo topics,
it is also original, significant, and contributes to my growing global leadership profile.
• I have solely or substantially contributed to grant writing that has attracted $340K external funding. I have also
worked on 15 team-based commissioned projects funded by inter/national GOs/NGOs; some of high profile
being the Royal Commission into Institutional Responses to Child Sexual Abuse, UNICEF, and beyondblue.
• Since last promotion, I have been invited as keynote speaker to four conferences (with a career total of 10, one
international). I was recently invited by WA Dept of Communities (~$1.9K) to run a 2-day workshop for statutory
staff on child sexual abuse (CSA) and culturally and linguistically diverse (CALD) communities (on hold due to
C-19). Relationships Australia (SA) are also considering rolling out the online version of this CPD program as
mandatory for their 100+ staff, further demonstrating wide-reaching research impact on practice and policy.
• A recently developed website containing information about a large-scale project dedicated to this issue has
attracted over 1K visitors across 37 countries since it was launched in Nov 2019, including CALD community
members. This is significant impactful work in the wider non-academic community as it helps break down
cultural barriers of silence in seeking professional help for sexual assault. The expansive online presence of the
program increases Griffith’s profile and perceived influence as an institution conducting cutting-edge research.
• I have supervised 8 of 10 Honours students in Psychology, Human Services, and Social Work to completion
(two since last promotion), all having achieved a high level of competency against barriers to social equality. I
am named as associate or co-principal supervisor on three PhD applications (outcomes currently pending).
Service – Reviewing publications; Organising high impact external workshops related to practice; Networking,
disseminating, and promoting activities; Building Griffith’s reputation
• I have reviewed many journal articles and ARC grant applications, thereby contributing to the profession. I
recently guest edited a Special Issue on Personal Essays in Social Science and will on Gender Equity and
Academic Progression (2019-2020), and became co-editor of HSV’s Journal of Social Inclusion (JOSI; 2020).
• In 2019, I developed and delivered workshops to 120 service providers in four states across Australia that work
in the areas of sexual assault, domestic violence, youth mental health, and/or multicultural affairs, thereby
creating potential for industry partnerships, exposure of the work Griffith researchers conduct, contributing to
the professional development of practitioners with research findings translated for practice, and enhancing
culturally competent communities of practice. The Program Evaluation Study Report attracted several
testimonials from national experts, further demonstrating networking, dissemination, and promotion of activities.
• I engage professionally with staff and industry partners during media interviews, conferences, workshops,
annual field placement visits, Open Days, Assessment Board, Strategic Planning Days, etc.
• I contribute informally to mentoring and administration within the School and University due to concurrent caring
responsibilities, and outstanding thought leadership and research impact to the profession of academia.
2Achievements in Learning and Teaching (maximum of 1 page 10pt font*)
Statement on your achievements and approaches in learning and teaching and evidence of your
capacity to implement the ‘Principles to Promote Excellence in Learning and Teaching Practices at
Griffith University’. Note any evidence to indicate the quality and impact of your work in learning and
teaching, such as support from industry, peer evaluations of teaching, awards and prizes, and
invitations to speak about L & T at other institutions. This section may also include evidence of
leadership in learning and teaching where relevant to the application. Please do not repeat specific
information or data contained in your academic portfolio
I first began teaching at Sydney University (USyd) in 2000 (the same year I began my PhD); concurrently
tutoring full-time in several undergraduate psychology courses. Due to this extensive experience, and
recognition of excellence in teaching, I was given a lecturing position ‘on nomination’ (i.e. without interview)
in 2002, and taught first-year cohorts of 1,500-1,800 students as well as “smaller” later-year cohorts, until
2005. After being awarded my PhD, I began working at a research centre at UNSW, so began teaching
again in 2010 at Griffith. In total, I have 15 years teaching experience (exc. Mat L 2012; LSL 2016, 2020).
I was appointed on a ‘teaching-focused’ profile, so taught two courses: 1015HSV Human Behaviour and
2002HSV Human Services Research. Across all my teaching years at Griffith, my mean SEC score is 4.3
and mean SET score 4.7, with higher scores generally obtained for 1015HSV due to perceptions of it as a
more interesting and less challenging subject than 2002HSV by Social Work/Human Services students. In
2017, I moved to a ‘balanced’ profile and began teaching 2002HSV only. Scores slightly waned in 2017 and
2018, when students from (newly developed) Paramedicine joined the course but could not see its
disciplinary relevance. Other issues had also been identified since 2010, so the course was substantially re-
developed for 2019 to address them altogether (see Academic Portfolio for detail). Comprehensive honest
reflections were fed back to HSV and Health staff in Jun 2020. Example quotes from the 2019 evaluations
that demonstrate all of Griffith’s ‘Principles to Promote Excellence in L&T Practices’ are identified below:
As a lecturer, Pooja is unbelievably engaging, knowledgeable and inspirational!
The entire course has given me new skills and knowledge I did not have before.
I would like to have more courses taught in style that Pooja teaches in where it is not rote learning
memorize and repeat, but apply course content to solve a problem as I feel this would get me job ready.
It is amazing that I can now really understand journal articles, I can critically analyse surveys that I see in
everyday life and think more critically about the world around me. I have found a love of research and would
love to do more in the future.
She was one of the best teachers I ever had in Australia. As English is my second language, I normally
don’t feel confident when I’m taking part in studies but she always make sure that everyone is encouraged
to reach their maximum potential.
Wow, Pooja has changed my whole university experience. I didn’t know just how amazing a lecturer
could be in terms of helping students understand concepts and making them stress less about assessment
until being in this course. Thank you!
I did not expect to enjoy this subject but I really did and got so much out of it. The course was well
designed, made sense, lecturing was outstanding and the assessment two project, while challenging was
the most rewarding I’ve done so far and has completely changed my views about research.
Dr Sawrikar was an incredible support throughout this course. She demonstrated her passion for
research and teaching through her lectures which were relatable and interesting. You could tell she had put
a lot of effort into writing the course and assessment pieces. She was available for questions through the
whole course via email, and no matter how many questions I had, never made me feel like a nuisance. By
far the most incredible lecturer I have had, I could not have hoped for more.
Thank you for being a wonderfully intelligent, experienced, humble and considerate teacher. What I
hadn’t realised until completing your course is that I had only been feeding myself quantitative research and
become obsessed with ‘causality’ as the only real marker of truth, when I accidentally stepped into the world
of qualitative research for my proposal assignment and ultimately change the way I value subjective truths.
Just thought you should know the impact you’re having. Thanks for encouraging this shift in our minds that I
hope converts into more compassion for this world.
The weekly lectures were such a great help, the way she communicated and used body language was
excellent - they were interesting, which made the process of learning that much more enjoyable and easier.
She has a lot of passion for what she does and that made me feel really valued as a student and I always
felt safe, as though I was in good hands. Since this course has a reputation for being challenging, I don't
believe I would have scored as well if I didn't have Pooja as my lecturer. I feel her contribution to my
learning has really helped me achieve the best I can. I wish I could have her for every course!
Pooja is genuinely the most efficient and effective convenor I have had. The lecture content was well-
organised, clear, and concise. She thoroughly understands the content and provides ample examples and
uses a really good array of wording to ensure all students understand the concepts. Pooja understands the
full student experience (i.e. life outside of uni, energy levels) and is really nurturing and encouraging
regarding these. The assessment complements the lecture content and the semester-timings, making for
smooth assessment periods. Pooja does everything I put in these surveys for other lecturers to improve on.
In summary, I have extensive teaching and leadership experience in higher education; received and
recognised with consistently high evaluation scores and positive feedback. My long-grown rich approach to
L&T is to prepare and provide the highest quality learning resources and pedagogical experience, and
imbue students with an understanding of the importance of taking responsibility for their education,
academic integrity, self-awareness, critical reflection, independent thought, ethical practice, and a love of
life-long learning. Anti-neoliberalist and pro-feminist principles that implement ‘slow scholarship’ (Mountz et
al, 2015), and cultural safety for Indigenous and international students, also underpin my L&T activities.
3Achievements in Research^ (maximum of 1 page* 10pt font)
Outline your key research themes and current directions. Summarise the key points relating to your
research and research activity, highlighting your most significant contributions and evidence for the
quality and impact of your research, including recognition of the value of your research by academic
peers, the contribution of your research to the discipline and to industry and other end-users in the
form of companies, three levels of government, not for profit organisations, and philanthropic and
community organisations, and its impact in terms of social, economic, environmental and/or cultural
benefits. This section may also include evidence of leadership in research and scholarship of
learning and teaching where relevant to the application. Please do not repeat specific information or
data contained in your academic portfolio
After being awarded my PhD in 2004, I began working at the Social Policy Research Centre (SPRC) at the
University of New South Wales (UNSW; 2005–2010 full-time; 2010–2014 part-time, remote working arrangements).
I worked on several team-based projects after successful tendering on GO and NGO funded work, and therefore
have extensive experience in collaborative research and grant proposal writing, on a range of social policy issues
(e.g. gender, race, child protection, service delivery, housing, disability), in a range of data collection methods and
analysis techniques (e.g. logistic regression, focus groups, interviews, systematic literature reviews), with a range of
state, federal, and international end-users (e.g. NSW and VIC Dept of Human Services, FaCSIA, UNICEF, AIFS,
NYARS, beyondblue). Some of these projects were over $1m, and in total I have helped attract $340K in external
funding. I also independently completed my three-year Postdoctoral Fellowship there (2007–2010), competitively
awarded and co-funded by the then NSW Dept of Community Services (DoCS), on culturally appropriate service
provision for CALD children and families in the NSW child protection system. These findings were reported in
several journal articles (prior to last promotion), and in a sole-authored book published later by Routledge in 2017.
I moved to Queensland for family reasons, and began working at Griffith, in 2010. As it was a teaching-focused
position, it became challenging to maintain access to research opportunities, however they did still occur due to the
profile that had been developed thus far. The most important of these was with the Royal Commission into
Institutional Responses to Child Sexual Abuse (CSA), who invited me to tender and then successfully awarded a
$50K grant for a commissioned report in 2016. As I was on Long Service Leave at the time, I was able to complete
the work. The material was sensitive, so the report remains unpublished but I was able to publish the results in peer-
reviewed journal articles. The recommendations made to government based on the findings of the review formed
the basis of an ARC Future Fellowship application, submitted in 2017. I was unsuccessful, primarily due to my low
publication profile which dropped after becoming a mother. As it is not possible to recoup the lost research
opportunity incurred since 2010 and apply in a later round, I decided to complete the three designed stages slowly
over a long-term on the research component of my work profile.
In 2018, I was awarded a $5K HSV Research Encouragement Grant, which was used toward costs associated
with Stage 1 of this study. This stage involved designing and delivering an education program about CSA and
CALD communities to 120 service providers that registered across four cities (Syd, Bris, Adel, Melb); obtaining
ethics approval from Griffith’s HREC and Continuing Professional Development (CPD) endorsement from
Australian Association of Social Workers (AASW); advertising with AASW, Australian Psychological Society (APS),
and Australian Medical Association (AMA); designing and managing the registration website (Cvent); inviting all
relevant service organisations via email to attend; making name badges for registrants and later administering
Certificates of Attendance; booking flights, accommodation, venues, and catering; designing and printing colour
copies of the education program PowerPoint and the program evaluation instrument; preparing the online follow-up
data collection instrument (Lime Survey); analysing and writing up the data in a Technical Report; inviting relevant
national and international experts to provide a testimonial for the Report; converting the program to online mode so
that it is accessible to all relevant service providers across Australia and internationally; and launching a website
about the research project. Together, they demonstrate my strong work ethic to ensure projects tasks are managed
to timely completion. Stages 2 and 3 will be completed as time and access to opportunities (e.g. sabbatical) permit.
Regarding my outputs and impact, I have published one sole-authored book, two invited book chapters, 22
journal articles, one conference paper, 17 commissioned reports, 11 non-refereed outputs, and six articles on social
media. I also have five articles in review. I have currently attracted 783 citations, my h-index is 16 (Google Scholar),
I am research active with 17 research outputs (ROUs) in the preceding six-year period (2015–2020; on par with
1.0FTE), and am mostly sole or lead author. I write challenging, complex, and controversial material so my impact is
best gauged by interest from readers; e.g. one paper has been read >11K times on ResearchGate, and I am one of
Griffith’s top 130 ‘most popular authors’ with >26K file downloads. Based on this strong inter/national profile, I was
invited as CI on an ARC Linkage grant on cultural identity and connection for CALD children in foster care
(announcement imminent). The team is comprised of leading researchers and practitioners from Western Sydney
Uni (UWS), Macquarie Uni (MQU), Sydney Uni (USyd), and eight high-profile partner organisations (POs) inc.
Settlement Services International (SSI) and Key Assets (KA). I have also been the invited keynote speaker at an
international conference (Malaysia, 2012), and at nine national conferences, on cultural diversity and child safety.
In summary, I have 20 years research experience in academia, can work both independently and
collaboratively on empirically rigorous research, have established a leading profile in the areas of racism and child
protection, currently conduct work that can have a direct positive impact on the well-being of sexual assault
victims/survivors from CALD communities, have a publication list that well exceeds research opportunity, mentor
HDR students (see Service and Engagement for detail), and continue to build relationships with researchers,
practitioners, and policy makers across GO and NGO sectors. I am also known for my writing on work-family-health
balance and gender equity in access to professional opportunities, to promote the well-being of women academics
and the value of their intellectual and emotional labour (see www.promotingwomeninacademia.com).
4Achievements in Service and Engagement (maximum of 1 page 10pt font*)
Outline your contributions to service and engagement in the discipline, profession, faculty,
university and community, detailing the nature of the contributions that you have made and the
outcomes and impact of those contributions. This section may also include evidence of leadership
in service and engagement where relevant to the application. Please do not repeat specific
information or data contained in your academic portfolio
I contribute in several ways to the student, academic, industry, and policy-maker communities, which all help
lift the profile of the School and University. For example, I conduct field placement student liaison visits each
year, review journal articles and ARC grant applications regularly, and engage in a professional manner at
external events such as conferences, workshops, Griffith Open Days, and in email communications. I also
contribute to governance and stay informed by annually attending Assessment Board and Strategic Planning
Day (as well as other non-regular gatherings, e.g. VC/Health Town Halls). Other service contributions at the
School level include delivering two guest lectures on cultural diversity and domestic violence (DV) and feminism
in social work practice, completing one HDR confirmation assessment report on men’s DV behaviour change
programs, teaching 7001HSV Foundations of Research Inquiry in Health while the Convenor was on maternity
leave, marking into two research methods courses each year (2002HSV – undergraduate, and 7001HSV –
postgraduate), completing OHS certificates on time, and marking one external PhD thesis (from UWS) on
African children and families in the NSW child protection system. I have also made submissions to two
government inquires on child protection (state; Carmody Report) and the Australian citizenship test (federal).
My part-time appointment limits opportunity to attend in-person professional development activities, however
since Covid-19 and last promotion I have been able to attend 18 workshops and conferences (most virtual). I
have been invited to do six media interviews, the most prominent with Geraldine Doogue on ‘Life Matters’ at the
ABC studio in Sydney in 2003 on my PhD topic (the pros and cons of suppressing emotions in response to
stress). More recently, I have been invited by the Managing Director of Women’s Safety Services SA and a
Senior Practice Officer at WA Dept of Communities to deliver a workshop to service providers (social workers,
counselors, etc.) on CSA and CALD communities; by Relationships Australia NSW to a small focus group
discussion as a key informant on how to increase the accessibility of their services to Indian and other South
Asian families in their Local Geographic Area (LGA); by the Director of the Institute for Open Adoptions Studies
(IOAS) to present work on cultural diversity and foster care as part of a panel discussion for a national and well
patronised forum the Centre was hosting; and by Legal Aid NSW to discuss the term ‘CALD’ and its
perpetuation of racism and white privilege for their family dispute resolution mediators. I have also been invited
by Australian Indian Medical Graduates Association (AIMGA) and Selfless Effort for the Welfare of All (SEWA),
whose membership are general practitioners of Indian origin and Indian client families respectively, to speak on
DV in CALD communities, the importance of raising awareness, and the promotion of mental health. This is
particularly significant and impactful work due to strong cultural taboos to remain silent about such issues. In
2016, I was engaged by Coleman Greig Lawyers in Sydney to write an Expert Report and attend a Court
Hearing on cultural issues relating to an unusual adoption case in an Indian family ($4.5K). Overall, I have been
able to work with a number of high profile academics and practitioners in my fields of research expertise, which
include racism, sexism, social service delivery, child protection, sexual assault, domestic violence, mental
health, social cognition, social psychology, culture, migration, and qualitative research methods, especially focus
groups, in-depth interviews, and autoethnography, which require utmost ethical implementation of researcher
privilege.
I provide HDR supervision under the service component of my work profile, as allocations to other teaching and
research activities already exceed annual workloads. Since 2004, I have provided Honours supervision to 10
students, 8 to completion, and all were awarded Hons II.1 or II.2. Six of these were Graduate Diploma students in
Psychology, who had not obtained undergraduate scores for eligibility into the highly competitive merit-based
Honours program at Syd Uni, and two were HSV students who have little undergraduate experience and exposure
to research methods and experience system-level barriers from across the lifespan and generations (e.g. first-in-
family, low SES) that make it challenging to attain first-class Honours. Thesis topics have been on parenting styles,
Freudian defence mechanisms, acculturation, homelessness, and identity and value authenticity. My supervision
style strongly fosters independent critical thinking and high expectations for clear and mature writing. Opportunities
to attract PhD students remain open (currently three), and depend on sufficient alignment with areas of expertise.
One of my most significant service contributions is the website I launched in Nov 2019 about my current
research project. It has since been visited by >1K people across the world, demonstrating and generating
interest from fellow academics, service providers, government, and CALD communities, and increasing the
international visibility and prestige of HSV and Griffith. Another of my most significant service contributions is to
the profession, through the establishment of a Special Issue on Personal Essays in Social Science in 2019. It was
developed in response to the difficulty I had been experiencing in publishing work that was written in first person,
which tends to be dismissed by scholarly journals as lacking empirical rigour and therefore being seen as ‘mere’
rather than ‘informed’ opinion; a bias particularly bore by women. The effect of this trend is to deny opportunity
and devalue potential contribution to intellectual stimulation and debate. Six high quality personal essays were
published, and the Editorial has since attracted nearly 2K views. I also established a Special Issue on Gender
Equity and Academic Progression in 2020, with submissions closing 31 Jan 2021. Finally, I work collegially and
with joy with colleagues from HSV, and as co-editor on the School’s Journal of Social Inclusion (JOSI).
Overall, I am a hard-working member of the HSV community. I work significantly over 0.5FTE to meet the
high expectations of the profession, but remain formally on a 0.5FTE for flexibility around caring privileges for my
son; being available to nurture his secure attachment, enjoy his academic, social, emotional, and physical
development, and socialise him for values and behaviour that reflect gender equality.
5RESEARCH – EXTENDED STATEMENTS
6Published Books (shaded – since last promotion)
% Contribution
information
Citation
No Author(s), title of work, name of the journal / publisher, volume, year.
Please note if the work is in press.
1 * # Sawrikar, P. (2017). Working with ethnic minorities and across cultures in 29
Western child protection systems. UK: Routledge.
• Within just four years, this book has been stocked in 123 university libraries across the
world including in Australia, US, UK, Canada, Germany, UAE, Thailand, Mexico, Poland, and
Nigeria (Source: WorldCat, Oct 2020). Due to it “doing well for us” (personal
communication), Routledge invited me to submit another book proposal in 2019 to help
secure ongoing publishing relations and contracts.
• Pam Freeman reviewed this book and said, “This comprehensive work is relevant to any
academic readers of social work practice where cultural knowledge, policy and
practices are vital components in decision making. It is coherently structured, and
behoves practitioners to work on a subjective ‘case by case’ child centred and family-
focused basis. It is scholarly work, with child welfare at heart. It interweaves theory
and practice in a balanced critical way but is also very accessible to the reader who
may have faced similar cultural dilemmas. Whilst any discourse on this topic can be
politically sensitive, and controversial, the author argues that ignoring differences
between human groups in favour of notions of commonality does not always provide
equity in cultural safety. This stimulating book is highly recommended for social work
practice but also opens up a more general reflective debate about the need for social
change and empowerment of all citizens.” (Journal of Social Work, 2019, 19(1), 165–
167).
• Dr Judith Burton (Senior Lecturer, QUT) used this book in her undergraduate course,
demonstrating significant impact in higher education and syllabus on future child
protection practitioners. She said, “Last week I had a group of students in my Child
Protection and Family Practice unit (SWB304) use your book to research for and
develop an exercise for the class (50 students) about culture and assessment in child
protection. They created three case scenarios and had us role play a CSO interviewing
a child or young person about the issue that was impacting their family relationships
or other aspect of their lives. This generated some great discussion about cultural
safety and cultural relativism” (personal communication).
• The Multicultural Child Protection Unit (MCPU) at WA Department of Communities use this
book to inform statutory case management (personal communication), and therefore is
demonstrative of significant research impact on practice and policy.
• This book has attracted 57 reads on ResearchGate, and has been cited by academics in
Australia, Sweden, Ireland, Canada, Austria, and Germany including high profile national
researcher A/Professor Philip Mendes (at Oct 2020).
• This book has been identified as one of my top 5 most significant outputs because of its
translational impact of rigorous research on policy, practice, and education.
Note: If you listed citations, please indicate here the source used (eg. Web of Science or Google Scholar)
Published Book Chapters
% Contribution
information
Citation
No Author(s), title of work, name of the journal / publisher, volume, page numbers, year.
Please note if the work is in press.
1 # Sawrikar, P. (2019). A conceptual framework for the prevention and treatment of
child sexual abuse (CSA) in ethnic minority communities. In Bryce, I. & Petherick,
W. Child Sexual Abuse: Forensic Issues in Evidence, Impact and Management –
Vol 2. Elsevier, Chapter 29.
• I was invited by Dr India Bryce to contribute this book chapter due to my leading research
profile in cultural diversity and CSA. Other high profile contributors included Professors
Leah Bromfield (Royal Commission, Head of Research), Fiona Arney (UniSA, Child
Protection Studies, Director), and Martine Powell (Griffith Criminology Institute).
• It has attracted 154 reads on ResearchGate, and 1 citation (at Oct 2020).
2 # Sawrikar, P. (2018). Thematic analysis of focus groups with consumers and 100
carers of mental illness. Sage: Research Methods Datasets.
7• Within just two years, this book chapter has been stocked in 23 university libraries across
the world including in Australia, US, UK, Philippines, and South Africa (Source: WorldCat,
Oct 2020).
• It has attracted 42 reads on ResearchGate (at Oct 2020).
Note: If you listed citations, please indicate here the source used (eg. Web of Science or Google Scholar)
Refereed Journal Articles
% Contribution
numbers
Citation
if applicable
Journal ranking
No Author(s), title of work, name of the journal / publisher, volume, year.
Please note if the work is in press (accepted for publication).
1 # Sawrikar, P. (2020). Service providers’ cultural self-awareness and IF =
responsible use of racial power when working with ethnic minority 1.521
victims/survivors of child sexual abuse: Results from a program evaluation
study in Australia. Children and Youth Services Review, accepted 22 Oct
2020.
2 # Sawrikar, P. (2020). Service organisations’ cultural competency when H
working with ethnic minority victims/survivors of child sexual abuse: Results Index =
from a program evaluation study in Australia. Social Sciences, 9, 152. 15
• It has attracted 58 views/downloads on Griffith Research Online (GRO), and 668
views from the journal’s website (at Oct 2020).
3 # Sawrikar, P. (2020). Service providers’ understanding of cross-cultural IF =
differences in belief of myths about child sexual abuse: Results from a 1.521
program evaluation study in Australia. Children and Youth Services Review,
118, doi: 105391
• It has attracted 19 reads on ResearchGate including from high profile researchers
Professors Robyn Munford (U Massey), Wolfgang Scholl (Humboldt-Universität),
and Amy Tishelman (Harvard), and 45 views/downloads on GRO (at Oct 2020).
4 # Sawrikar, P. (2019). Child protection, domestic violence, and ethnic 2 IF =
minorities: Narrative results from a mixed methods study in Australia. PLoS 2.740
ONE, 14(12): e0226031
• It has attracted 208 reads on ResearchGate, 85 views/downloads on GRO, and
2,719 views from the journal’s website (at Oct 2020).
5 # Sawrikar, P. & Katz, I. (2018). Proposing a model of service delivery for 90 5 IF =
victims/survivors of child sexual abuse (CSA) from ethnic minority 0.930
communities in Australia. Journal of Social Service Research, 44(5), 730–
748.
• It has attracted 45 reads on ResearchGate, 93 views/downloads on GRO, and 393
views from the journal’s website (at Oct 2020).
6 # Sawrikar, P. & Muir, K. (2018). Toward a family-oriented treatment 90 3 IF =
approach for consumers and carers of mental illness. International Journal of 0.261
Mental Health, 47(2), 158–183.
• It has attracted 104 reads on ResearchGate, 192 views/downloads on GRO, and 277
views from the journal’s website (at Oct 2020).
7 # Sawrikar, P. & Katz, I. (2018). Preventing child sexual abuse (CSA) in 90 11 IF =
ethnic minority communities: A literature review and suggestions for practice 1.521
in Australia. Children and Youth Services Review, 85, 174–186.
• It has attracted 202 reads on ResearchGate including from high profile researcher
Professor Emmanuel Johnson (Louisiana College), and 74 views/downloads on GRO
(at Oct 2020).
8 # Sawrikar, P. & Katz, I. (2017). Barriers to disclosing child sexual abuse 90 19 IF =
(CSA) in ethnic minority communities: A review of the literature and 1.521
implications for practice in Australia. Children and Youth Services Review,
83, 302–315.
• This paper was tweeted by Professor Daryl Higgins (ACU, Child Protection
Research Unit, Director) (Source: Altmetrics, Oct 2020).
• It has attracted 233 reads on ResearchGate, and 73 views/downloads on GRO (at
Oct 2020).
9 # Sawrikar, P. & Katz, I. (2017). How aware of child sexual abuse (CSA) are 90 12 IF =
ethnic minority communities? A literature review and suggestions for raising 1.521
awareness in Australia. Children and Youth Services Review, 81, 246–260.
8• It has attracted 1,058 reads on ResearchGate, and 101 views/downloads on GRO (at
Oct 2020), indicative of strong interest in and usefulness to this nascent field of
knowledge.
10 # Sawrikar, P. & Katz, I. (2017). The treatment needs of victims/survivors of 90 13 IF =
child sexual abuse (CSA) from ethnic minority communities: A literature 1.521
review and suggestions for practice. Children and Youth Services Review,
79, 166–179.
• This paper was tweeted by Professor Carla Treloar (SPRC, UNSW, Director)
and UNSW’s ObGyn and Paeds Twitter group (Source: Altmetrics, Oct 2020).
• It has attracted 207 reads on ResearchGate, and 121 views/downloads on GRO, and
has been cited by high profile researcher Professor David Hansen (U Nebraska).
11 Sawrikar, P., Lenette, C., McDonald, D., & Fowler, J. (2015). Don’t silence 65 15 H
‘the dinosaurs’: Keeping caution alive with regard to social work distance Index
education. Journal of Teaching in Social Work, 35(4), 343–364. = 25
• It has attracted 109 reads on ResearchGate, 53 views/downloads on GRO, and 289
views from the journal’s website (at Oct 2020).
12 Sawrikar, P. (2015). How effective do families of non-English speaking 22 IF =
background (NESB) and child protection caseworkers in Australia see the 1.650
use of interpreters? A qualitative study to help inform good practice
principles. Child and Family Social Work, 20(4), 396–406.
• It has attracted 101 reads on ResearchGate, and 734 views/downloads on GRO (at
Oct 2020).
13 Sawrikar, P. & Katz, I. (2014). Recommendations for improving cultural 80 23 IF =
competency when working with ethnic minority families in child protection 1.40
systems in Australia. Child and Adolescent Social Work, 31(5), 393–417.
• This paper was cited by UK’s federally funded National Institute for Health
and Care Excellence in their national guidelines for addressing child abuse and
neglect (Source: Altmetrics, Oct 2020).
• It has attracted 145 reads on ResearchGate, 526 views/downloads on GRO, and
3,796 views from the journal’s website (at Oct 2020).
14 Sawrikar, P. & Katz, I. (2014). ‘Normalising the novel’: How is culture 70 17 IF =
addressed in child protection work with ethnic minority families in Australia? 0.930
Journal of Social Service Research, 40(1), 39–61.
• It has attracted 170 reads on ResearchGate, 391 views/downloads on GRO, and
1,348 views from the journal’s website (at Oct 2020).
15 Sawrikar, P. (2014). Inadequate supervision or inadequate sensitivity to 7 IF =
cultural differences in parenting? Exploring cross-cultural rates of neglect in 1.375
an Australian sample. Qualitative Social Work, 13(5), 619–635.
• It has attracted 40 reads on ResearchGate, 641 views/downloads on GRO, and 668
views from the journal’s website (at Oct 2020).
16 Sawrikar, P. (2013). A qualitative study on the pros and cons of ethnically 13 IF =
matching culturally and linguistically diverse (CALD) client families and child 1.521
protection caseworkers. Children and Youth Services Review, 35(2), 321–
331.
• It has attracted 313 reads on ResearchGate, and 1,980 views/downloads on GRO (at
Oct 2020).
17 * Sawrikar, P. & Katz, I. (2010). “Only White people can be racist”: What 85 20 H
does power have to do with prejudice? Cosmopolitan Civil Societies, 2(1), Index =
80–99. 4
• This paper has been read over 11K times on ResearchGate and downloaded
over 26K times from GRO (at Oct 2020), placing me in GU’s top 130 ‘most
popular authors’. Of those for whom there is data (n=82), only 25 are from
the Health Group (mostly Nursing, Medicine, and Psychology), only three of
these (including myself) are from HSV, and only 12 of the 25 have at least one
sole authored paper indicative of thought leadership in their field of
expertise.
• This article has been identified as one of my top 5 most significant outputs because
of its controversial contribution to conceptualisations of racism, especially from a
woman of colour whose voice is rarely represented in theoretical discourse on
racism (and even rarer, cited).
18 Sawrikar, P. & Muir, K. (2010). The myth of a ‘fair go’: barriers to sport and 80 47 IF =
recreational participation among Indian and other ethnic minority women in 3.337
Australia. Sport Management Review, 13(4), 355–367.
• It has attracted 176 reads on ResearchGate, 220 views/downloads on GRO, and 272
views from the journal’s website (at Oct 2020).
919 Craig, L. & Sawrikar, P. (2009). Work and family: How does the (gender) 40 137 IF =
balance change as children grow? Gender, Work and Organisation, 16(6), 3.101
684–709.
• It has attracted 313 reads on ResearchGate, and 180 views/downloads on GRO (at
Oct 2020).
20 Griffiths, M., Sawrikar, P., & Muir, K. (2009). Culturally appropriate mentoring 40 28 H
for Horn of African young people in Australia. Youth Studies Australia, 28(2), Index
32–40. = 14
• It has attracted 74 reads on ResearchGate, and 396 views/downloads on GRO (at
Oct 2020).
21 Craig, L. & Sawrikar, P. (2008). Satisfaction with work-family balance for 40 24 IF =
parents of early adolescents compared to parents of younger children. 1.016
Journal of Family Studies, 14(1), 91–106.
• It has attracted 82 reads on ResearchGate, and 196 views/downloads on GRO (at
Oct 2020).
22 Sawrikar, P. & Hunt, C. (2005). The relationship between mental health, 90 42 IF =
cultural identity, and cultural values, in Non-English speaking background 1.31
(NESB) Australian adolescents, Behaviour Change, 22(2), 97–113.
• It has attracted 54 reads on ResearchGate, and 146 views/downloads on GRO (at
Oct 2020).
Note: If you listed citations, please indicate here the source used (eg. Web of Science or Google Scholar)
Published Conference Papers
% Contribution
information
Citation
No Author(s), title of work, name of the journal / publisher, volume, year.
1 * Sawrikar, P. & Katz, I. (2009). How useful is the term “Culturally And Linguistically 80 43
Diverse (CALD)” in the Australian social policy discourse? Refereed Conference
Paper, Australian Social Policy Conference (ASPC), Sydney.
• This article is cited on Wikipedia under the search terms ‘Multiculturalism’ and
‘Multiculturalism in Australia’ (Source: Altmetric, Oct 2020), indicative of being a global and
national ‘go-to’ reference for the pros and cons of terminology for ethnic minorities in
western countries and the perpetuation of ‘CALD’ failing to name white privilege.
• This article has attracted 1,137 reads on ResearchGate, and 203 views/downloads on GRO
(at Oct 2020), further indicative of strong interest in my research work and its impact, and
has been cited by high profile national researchers Professors Stephane Shepherd
(Swinburne) and Paul Flatau (UWA).
• Daniel Coase, Senior Policy Officer at FECCA (Federation of Ethnic Communities’ Council of
Australia) is currently working with the ABS to create new national metrics for data
collection. Based on recommendation by NEDA’s (National Ethnic Disability Alliance) Senior
Research Data Analyst, Brian Cooper, I am being considered for invitation to a key panel of
experts at a national symposium FECCA and ABS will be holding (date TBD, pending C-19)
as part of finalising minimum standards. This paper was one of only four academic works
drawn on to inform their policy developments. A preliminary teleconference regarding the
national forum has been set up for Nov 2020.
• This article has been identified as one of my top 5 most significant outputs because it
represents a key area of my national leadership profile, and where most of my keynotes
discuss this issue either centrally or as part of setting the scene for other related work.
Other Research Outputs and Non-Refereed Publications
% Contribution
No Author(s), title of work, name of the journal / publisher, volume, year, comments by reviewers.
You may include work that has been submitted for publication in this section.
1 # Sawrikar, P. (TBC, ~ 2022). Child sexual abuse and cultural diversity: A collection of
informed narratives and recommendations for practice. Edited Book, Springer (in
development).
2 # Sawrikar, P. (TBC, ~ 2021). Parenting practices among culturally and linguistically
diverse (CALD) communities in Australia. Invited book chapter, Emeritus Professor
Dorothy Scott, (in development).
103 # Sawrikar, P. (TBC, ~ Feb 2021). Introduction to Special Issue on Gender Equity and
Academic Progression (Editorial). Societies, (in development).
4 # Sawrikar, P. & Sleep, L. (TBC, ~ Dec 2020). Summer Editorial. Journal of Social
Inclusion, (in development).
5 # Sawrikar, P. (2020). Practitioners’ understanding of cross-cultural prevalence data on
child sexual abuse: Results from a program evaluation study in Australia, Journal of Social
Service Research (in review).
6 # Sawrikar, P. (2020). Practitioners’ understanding of sociological and medical models of
mental illness when working with ethnic minority victims/survivors of child sexual abuse,
Journal of Ethnic and Cultural Diversity in Social Work (in review).
7 # Sawrikar, P. (2020). Service providers’ responsible use of professional power when
working with ethnic minority victims/survivors of child sexual abuse: Results from a
program evaluation study in Australia. Social Work in Public Health, (in review).
8 # Sawrikar, P. (2020). Working with interpreters and ethnic minority victims/survivors of
child sexual abuse: Results from a program evaluation study in Australia, Advances in
Social Work, (in review).
9 # Sawrikar, P. (2020). Service providers’ understanding of cross-cultural differences in
belief of the myth that most perpetrators of child sexual abuse are unknown. Social Work
Research, (in review).
10 # Harris, P. & Sawrikar, P. (2020). Challenges to social inclusion are being illuminated in 50
the era of social distancing (Editorial). Journal of Social Inclusion, 11(1), 1.
• It has attracted 28 reads on ResearchGate, and 54 views/downloads from the journal’s website (at
Oct 2020).
11 # Sawrikar, P. (2020). Why is it so hard for communities of colour to stand firm against the
perpetrator of child sexual abuse? https://medium.com/@p.sawrikar/why-is-it-so-hard-for-
communities-of-colour-to-stand-firm-against-the-perpetrator-of-child-sexual-
dfd6e799a8ae?sk=ed5cffa33b8cf4463aecd23b5eecf502
• This article was first prepared at the request of a journalist from a New York-based online
magazine, but as she did not follow up (for unknown reasons) it was later published on
Medium.
12 # Sawrikar, P. (2020). Proposing and evaluating a feminist funding model for academia
while coping with the financial impact of Covid-19: A thought piece from Australia
DOI: 10.13140/RG.2.2.32391.21924
• It has attracted 27 reads on ResearchGate, including a recommendation from high profile
researcher Professor Steven Walker (U Essex) (at Oct 2020).
13 # Sawrikar, P. (2020). A Feminist University Strategic Plan: What might that look like?
https://medium.com/@p.sawrikar/a-feminist-university-strategic-plan-
bd6dbba88367?source=friends_link&sk=d0e345354486c30426a72a67d32849ee
• This article has been ‘clapped’ on Medium by Australian Federal Family Court Judge Joe
Harman.
14 # Sawrikar, P. & McAuliffe, D. (2019). Introduction to Special Issue on Personal Essays in 90
Social Science (Editorial). Social Sciences, 8(12), 325.
• This paper was tweeted by Professor Daryl Higgins (ACU, Child Protection Research Unit,
Director) (Source: Altmetrics, Oct 2020).
• It has attracted 2 reads on ResearchGate, 47 views/downloads on GRO, 1,921 views from the
journal’s website, and 1 citation (at Oct 2020).
15 # Sawrikar, P. (2019). Addressing the prevention and treatment of child sexual abuse in
culturally and linguistically diverse (CALD) communities in Australia: Project Methodology.
Griffith University (GU), Queensland. http://dx.doi.org/10.25904/5dc8bff3781f5
• This article has attracted 15 reads on ResearchGate, and 58 views/downloads on GRO (at Oct
2020).
16 # Sawrikar, P. (2019). The development and evaluation of an education program for
service providers about culturally and linguistically diverse (CALD) client victims/survivors
of child sexual abuse: Technical Report 1 (Executive Summary). Griffith University,
Queensland. http://dx.doi.org/10.25904/5dc8bf77781f4
• This article has attracted 37 reads on ResearchGate, and 48 views/downloads on GRO (at Oct
2020).
17 # Sawrikar, P. (2019). The development and evaluation of an education program for
service providers about culturally and linguistically diverse (CALD) client victims/survivors
of child sexual abuse: Technical Report 1 (Full Report). Griffith University, Queensland.
http://dx.doi.org/10.25904/5dc8be42781f3
• This article has attracted 71 reads on ResearchGate, and 320 views/downloads on GRO (at Oct
2020).
18 # Sawrikar, P. (2019). Musings on the maths of unpaid labour and dissent from the peer
review process. https://medium.com/@p.sawrikar/dear-women-of-colour-scholars-
11advocate-for-yourself-
804bd65e16a9?source=friends_link&sk=9f9cd6f99f423d4f3ede714c8fc03507
• This article was rejected by the conference organisers around which it was written on account of
the sensitivity of the material. It was personally pivotal in revealing how neoliberalism (even among
those openly speaking out about it) had ultimately changed commitment to academic integrity and
truth-speaking as something that enhanced institutional reputation to one that now threatened it.
19 * # Sawrikar, P. (2018). A critical reflection on being an ethnic minority researcher of child
sexual abuse in ethnic minority communities: Implications for social work and sociology.
https://medium.com/@p.sawrikar/chasing-a-dream-is-racial-equality-attainable-
8bcc7329402e?source=friends_link&sk=703941d8308bbfb4ac0b418832ef98fa
• This article underwent 11 rounds of rejection from scholarly journals before being published on
Medium on account of the sensitivity of the material.
• This article has attracted 141 reads on ResearchGate, and 3 citations (at Oct 2020).
• This article has been identified as one of my top 5 most significant outputs because resistance to
publishing its contents are indicative of the material being radical and trail-blazing (along with all
the other outputs I have written, which have collectively been subject to 60 rounds of rejection
from scholarly journals within the last four years). These outputs are ‘silenced’ not because of poor
writing but because the flawed peer-review system falsely assumes that consensus among
reviewers is a paper’s final passage to publication. Again, neoliberalism is working to produce and
disseminate intellectually conservative knowledge.
• As one example: one white male editor said that “while this paper read well, it killed hope for
addressing racism” and therefore would not be sent out for review. His singular, powerful,
privileged, in-principle, theoretical disagreement with the position put forward in the paper, as a
person without the lived experience of structural racism and sexism, worked to ensure that my
perspective did not count or would be heard and represented within the scholarly community,
leading to a desktop rejection of it (one of many).
20 # Sawrikar, P. (2018). My double whammy: Being a brown woman in Western academia.
https://medium.com/@p.sawrikar/my-double-whammy-being-a-brown-woman-in-western-
academia-a36bf73e2b09?source=friends_link&sk=3489539882af83b501fc07476b142a47
• This article has been acknowledged as important for understanding barriers to attracting
prestigious external research grants by The GrantEd Group and The Research Whisperer (personal
communication).
• This article has attracted 30 reads on ResearchGate (at Oct 2020).
21 * # Sawrikar, P. (2018). Hypocritical wiring and its limits on empathy: The ‘sense of
agency’ bias. https://medium.com/@p.sawrikar/hypocritical-wiring-and-its-limits-on-
empathy-the-sense-of-agency-bias-
9b9aeaaba3b3?source=friends_link&sk=774be8c483b91140dadedf988f889792
• This article was rejected by 10 Psychology journals before being published on Medium, on account
of the use of first person being routinely dismissed by scholarly journals as ‘mere’ opinion. In fact,
this paper has identified an entirely new cognitive bias which the discipline of Social Psychology is
yet to recognise, acknowledge, and attribute authorship to. There is a long history of black and
brown women not being seen as equals by science, with their discoveries only being correctly
attributes decades later.
• This article has attracted 100 reads on ResearchGate (at Oct 2020).
• This article has been identified as one of my top 5 most significant outputs because of the
intellectual contribution it makes to the field of Social Cognition, with impact on understanding
how human psychology and attribution processes about perceived agency of self and others allows
social injustice to occur and be justified. It is an entirely new discovery yet to be acknowledged.
22 # Sawrikar, P. & Katz, I. (2017). Literature review on institutional child sexual abuse and 90
culturally and linguistically diverse communities. Unpublished Refereed Report Prepared
for the Royal Commission into Institutional Responses to Child Sexual Abuse.
• This report underwent 4 rounds of review before the government finally decided to not publish it,
on account of the sensitivity of the material. It was politically dangerous due to parallels with the
Stolen Generations; of the risk of systematic removal of black and brown children into white ‘care’
systems. More information was provided in the report than the Royal Commission expected; they
simply wanted a brief report they could cite to the Federal Government to say “little is currently
known about this community, and further research is required”. It is another example of how the
voices of women of colour scholars are unprivileged in powerful western systems of knowledge
production and dissemination.
23 Sawrikar, P. (2013). Ethnic minorities in child protection systems: Culturally appropriate
service provision for culturally and linguistically diverse (CALD) children and families in the
New South Wales (NSW) child protection system (CPS). Postdoctoral dissertation. LAP
Lambert Academic Publishing: Saarbrucken, Germany.
24 Sawrikar, P., valentine, k., & Thompson, A. (2013). Co-design and Family Agency 90
Research Project: Literature Review. Unpublished Report prepared for Mid Coast
Communities.
1225 Sawrikar, P. (2012). Providing culturally appropriate child protection services in culturally
diverse communities. Prepared for Conference on child protection: Enhancing capacity
and strategic service delivery within a national and regional context, Malaysia, 20-22
November 2012.
26 Bullen, J., Sawrikar, P., & Muir, K. (2011). Evaluation of Elizabeth Street Common 35
Ground Supportive Housing Project: Draft Report: Stage 2 – Preliminary data collection
and baseline report. Unpublished report prepared for Victorian Department of Human
Services (DHS).
27 Sawrikar, P., Muir, K., & Craig, L. (2011). Focus group research for beyondblue with 90
consumers and carers: Final Report prepared for beyondblue.
• This report has attracted 67 reads on ResearchGate, and 2 citations (at Oct 2020),
28 Thompson, D., Fisher, K. R., Purcal, C., Deeming, C., & Sawrikar, P. (2011). Australian 10
community attitudes to people with disability – scoping project: Final Report. Report
prepared for Australian Department of Families, Housing, Community Services and
Indigenous Affairs.
• This report has attracted 1,356 reads on ResearchGate, and 46 citations (at Oct 2020), indicative
of strong interest in my team-based research work and its impact.
29 Sawrikar, P. (2011). Culturally appropriate service delivery for Culturally And Linguistically
Diverse (CALD) families in the child protection system: Final Report. Report for the NSW
Department of Community Services.
• This report has attracted 638 reads on ResearchGate, and 11 citations (at Oct 2020).
30 Sawrikar, P. (2011). Culturally appropriate service delivery for Culturally And Linguistically
Diverse (CALD) families in the child protection system: Interim Report 3 – Interviews with
CALD carers and CS caseworkers. Report for the NSW Department of Community
Services.
• This report has attracted 47 reads on ResearchGate, 6 citations (at Oct 2020).
31 Sawrikar, P. (2011). Culturally appropriate service delivery for Culturally And Linguistically
Diverse (CALD) families in the child protection system: Interim Report 2 – Case File
Review. Report for the NSW Department of Community Services.
• This report has attracted 163 reads on ResearchGate (at Oct 2020).
32 Sawrikar, P. (2009). Culturally appropriate service delivery for Culturally And Linguistically
Diverse (CALD) families in the child protection system: Interim Report 1 – Literature
Review. Report for the NSW Department of Community Services.
• This report has attracted 266 reads on ResearchGate, and 22 citations (at Oct 2020).
33 Whiteford, P., Sawrikar P., Michail, S., & O’Connor, A. (2009). Child poverty and 10
disparities in the Pacific: Study of child-centred policy analysis in Kiribati, Solomon Islands
and Vanuatu; Draft report. Report prepared for the United Nations Children’s Fund
(UNICEF) – Pacific, February 2009.
• It has attracted 1 citation (at Oct 2020).
34 Whiteford, P. & Sawrikar, P. (2008). Child poverty/hardship in the Pacific: Study on child- 90
centred policy analysis and child-centred budgeting in Kiribati, Solomon Islands and
Vanuatu; Phase 1: Travel plan and work plan. Report prepared for the United Nations
Children’s Fund (UNICEF) – Pacific, October 2008.
• It has attracted 1 citation (at Oct 2020)
• Although I wrote the entire document (and was part of the team for my expertise in
conducting culturally appropriate research), I naively/youthfully gave first authorship to the
lead Professor out of respect for norms within academia, which he then took full credit for
when liaising with the prestigious global funders (UNICEF) and government officials we were
working with.
35 Sawrikar, P., Griffiths, M., & Muir, K. (2008). Mentoring and culturally and linguistically 40
diverse (CALD) young people: the case of Horn of Africa young people in Australia, Report
prepared for the National Youth Affairs Research Scheme, Canberra.
• It has attracted 80 reads on ResearchGate, and 9 citations (at Oct 2020).
36 Craig, L. & Sawrikar, P. (2007). The effect of (dis)satisfaction with the division of domestic 30
labour on relationship survival. Report prepared for Department of Family, Housing,
Community Services and Indigenous Affairs FaHCSIA, Australian Federal Government,
Canberra.
37 Cortis, N., Sawrikar, P. & Muir, K. (2007). Participation in Sport and Recreation by 35
Culturally and Linguistically Diverse Women – Final Report. Report prepared for the
Australian Government Office of Women, FaCSIA, Social Policy Research Centre.
• It has attracted 1,084 reads on ResearchGate, and 73 citations (at Oct 2020), indicative of strong
interest of my team-based research work and its impact.
38 Cortis, N., Sawrikar, P. & Muir, K. (2006). Participation in sport and recreation by 30
culturally and linguistically diverse women. Discussion paper for the Australian
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