scholarly journals Reflections on Teaching Against White Supremacy During a Time of Social Rupture and Transformation

2021 ◽  
Vol 21 (4) ◽  
Author(s):  
Stephanie Wahab ◽  
Erica Fonseca
Keyword(s):  
Social Work ◽  
Social Transformation ◽  
White Supremacy ◽  
Social Work Students ◽  
State University ◽  
Experimental Teaching ◽  
Portland State University ◽  
Federal Response ◽  
Master's Of Social Work ◽  
Shared Commitment

Social Justice and Social Work is a foundational course required for all social work students in the master’s of social work program at Portland State University. Although the course has long focused on interrupting oppressions including White supremacy, teaching the course during the fall of 2020 required a nimble dance between our familiar modes of teaching and the need for spontaneous adaptation and creativity. The unique landscape for this course included teaching the course remotely (Zoom), inside a university embattled around the arming of its security force (that killed a Black man in 2018), in a city targeted by an armed federal response to the racial uprising led by Black Lives Matter, in a state with a long history of White supremacy and Black exclusion, and under a federal administration explicitly aligned with White supremacy. This paper offers a reflection of our teaching about and against White supremacy during this unique moment in time. We position our writing at the intersections of teaching and activism, of hope and uncertainty. It is from our shared commitment to the abolishment of White supremacy that the following tenets were derived, grounding our experimental teaching in complexity, complicity, and social transformation: (1) remembering for the future, (2) attending to collective grief and rage, (3) bringing the streets (racial uprising) into the classroom, and (4) repurposing the classroom for social transformation.

Reliability and Validity of the Ego and Discomfort Anxiety Inventory

1994 ◽  
Vol 75 (1) ◽  
pp. 384-386
Author(s):  
Victor L. Whiteman ◽  
Clayton T. Shorkey
Keyword(s):  
Social Work ◽  
Construct Validity ◽  
Undergraduate Students ◽  
Reliability And Validity ◽  
Social Work Students ◽  
Anxiety Scale ◽  
Negative Evaluation ◽  
State University ◽  
Test Retest Reliability ◽  
Work Class

This article reports significant test-retest reliability scores for the Ego and Discomfort Anxiety Inventory. Positive significant correlations with the Fear of Negative Evaluation Scale supported the construct validity of the Ego Anxiety Scale. Positive significant correlations with the Costello-Comrey Anxiety Scale supported the construct validity of the Discomfort Anxiety Scale. The sample included 28 graduate social work students in a research methods class and 28 undergraduate students in an introductory social work class at Michigan State University.

Evaluating the Impact of a Hartford Gero-Rich Project on a Bachelor of Social Work Program

2005 ◽  
Vol 11 (sp1) ◽  
pp. 13-25 ◽  
Author(s):  
Thomas R. Barton ◽  
Harriet L. Cohen ◽  
Cecilia L. Thomas ◽  
Mark H. Sandel
Keyword(s):  
Older Adults ◽  
Social Work ◽  
Social Work Students ◽  
State University ◽  
Organizational Changes ◽  
Bachelor Of Social Work ◽  
Work Education ◽  
Social Work Program ◽  
The Impact

In response to the greater need for professionally educated Bachelor of Social Work social workers to work with older adults, a multipronged approach was developed and implemented to infuse gerontology content into the undergraduate social work curriculum at a large state university in Texas. Efforts were made to help ensure that curricular and organizational changes would be sustained for the long term. These initiatives were funded by and were part of the national Hartford Geriatric Enrichment in Social Work Education Program. A quasiexperimental evaluation was conducted involving four cohorts of social work students. Findings demonstrate success in changing students' 1) career aspirations, 2) perceptions of faculty's knowledge of issues concerning older adults, 3) perceptions of their own knowledge of issues concerning older adults, and 4) perceptions of older adults.

Nelson, Kristine E.

2013 ◽  
Author(s):  
Katharine Cahn ◽  
Nocona Pewewardy
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Child Welfare ◽  
Child Welfare System ◽  
Welfare System ◽  
Family Preservation ◽  
State University ◽  
Community Based ◽  
Portland State University ◽  
School Of Social Work

Dr. Kristine E. Nelson (1943–2012) was a nationally recognized child welfare historian and scholar, as well as a social work educator and administrator. Her early work in child welfare and a deep commitment to social justice informed her scholarship, research, and leadership. Her research focused on family preservation and community-based child welfare practice, with a focus on families entering the child welfare system due to neglect or poverty-related challenges. She was a significant contributor to advancing new frameworks of child welfare practice and had a successful career as a social work educator and administrator, retiring as Dean of the Portland State University School of Social Work in 2011.

Hearn, Gordon

2013 ◽  
Author(s):  
John F. Longres
Keyword(s):  
Social Work ◽  
Systems Theory ◽  
General Systems Theory ◽  
State University ◽  
Human Relations ◽  
General Systems ◽  
Portland State University ◽  
Human Relations Training

Gordon Hearn (1914–1979) was an influential theoretician and group worker who introduced general systems theory into social work. He taught and wrote in the field of human relations training at Berkeley and Portland State University.

Are BSW Students Prepared to Address Substance Abuse in Clients?

2013 ◽  
Vol 18 (1) ◽  
pp. 1-20
Author(s):  
David Beimers ◽  
Tristann Carter ◽  
Christine Black Hughes
Keyword(s):  
Substance Abuse ◽  
Social Work ◽  
Social Workers ◽  
Core Curriculum ◽  
Social Work Students ◽  
Academic Preparation ◽  
State University ◽  
The Core ◽  
Substance Abuse Disorders ◽  
History Of

Social work has a long history of working with clients with substance abuse issues, yet minimal attention has been given to academic preparation at the BSW level to work with this population. This study examines the competence of undergraduate social work students to successfully identify and respond to substance abuse issues in future clients. Perceived competence was examined in 50 senior BSW completed students at a midsize state university. Findings suggest that the undergraduate social work academic core curriculum does not adequately prepare future social workers to work with clients with substance abuse disorders. This study brings awareness to the academic arena for the need to have substance abuse content infused into the core social work curriculum to adequately prepare undergraduate social work students to feel confident and able to successfully identify, assess, and treat substance abuse issues in practice.

scholarly journals Uprooting (Our) Whiteness

2021 ◽  
Vol 21 (2/3) ◽  
pp. 954-977
Author(s):  
William Frey ◽  
Noelia Mann ◽  
Alex Boling ◽  
Parker Jordan ◽  
Karma Lowe ◽  
...  
Keyword(s):  
Social Work ◽  
White Students ◽  
Social Work Education ◽  
Lived Experiences ◽  
White Supremacy ◽  
Social Work Students ◽  
Collective Responsibility ◽  
First Year ◽  
Msw Student ◽  
Work Education

Social work education reinforces hegemonic Whiteness through pedagogies and practices that rely on an entitlement to and harvesting of Black, Indigenous, and People of Color’s lived experiences for the purpose of its tacit audience: White students. Despite this exploitative and harmful reliance on objectified lived experiences, White students continue to lack critical understanding of their racial positionality and connections to racism. Uprooting Whiteness requires sitting with what it means for White people to be “a White problem.” Drawing on the work of Yancy, we (group co-facilitators; our dean of diversity, equity, and inclusion; and three MSW student participants) describe the creation, organization, facilitation, and experiences of the first year of the Space for Uprooting Whiteness—a biweekly space where White social work students examine and uproot their relationship to White supremacy and domination. We argue for White social workers to take collective responsibility for racism in and beyond our institutions—requiring interrogation of our everyday practices and their (inter)dependence with and on systems of domination. This paper ends with three experiential narratives from student participants in the space and implications of critical intragroup dialogic pedagogy among White students in social work education and beyond.

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