Promoting Awareness and Understanding of Microaggressions in Social Work Education

2019 ◽  
Vol 3 (2) ◽  
pp. 156-169
Author(s):  
Jermaine J. Monk ◽  
Brenda Williams-Gray
Keyword(s):  
Social Work ◽  
Pilot Study ◽  
Critical Race Theory ◽  
Cultural Awareness ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Social Work Students ◽  
Race Theory ◽  
Social Work Educators ◽  
Work Education

BackgroundThis pilot study, conducted at a public univerisity in an urban community, collected the experiences of 42 social work students enrolled in a required course on diversity.ObjectiveThis research utilizes Critical Race Theory as a framework and expands on the themes experienced by recievers of microaggression insults, assaults, and invalidation (Sue et al., 2007).MethodsParticipants in this qualitative study completed three survey questions about: their microaggression experiences, immediate responses, and how they felt.ResultsStudent feelings provided beginning insights as to how they coped with their microaggression experiences.ConclusionSocial work educators may find this research supports the importance of cultural awareness and culturally responsive pedagogy.

scholarly journals The Story of Drama Club: A Contemporary Counternarrative of a Transformative Culture of Teaching and Learning for Disenfranchised Black Youth in the School-to-Prison Pipeline

2015 ◽  
Vol 5 (3) ◽  
pp. 242
Author(s):  
Debra Mayes Pane
Keyword(s):  
Critical Race Theory ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Culturally Responsive Pedagogy ◽  
Black Youth ◽  
Future Research ◽  
Race Theory ◽  
School To Prison Pipeline ◽  
Teachers And Students ◽  
Culture Of Teaching

<p>This study explored a contemporary counternarrative of Drama Club, a transformative culture of teaching and learning for disenfranchised Black youth who had been systematically funneled out of classrooms and into the school-to-prison pipeline.  Auto/biographical and auto/ethnographical data were collected and assembled as a metaphor of the teachers’ and students’ experiences in Drama Club and their understanding of the teaching and learning process and of themselves within it.  The collective story of Drama Club was analyzed through the lens of culturally responsive pedagogy theory and critical race theory in education.  Implications for future research and teacher education that set out to impact disenfranchised students are included.</p>

The Feminist Perspective and Social Work Education

2010 ◽  
Vol 15 (1) ◽  
pp. 1-13
Author(s):  
Isabel Rose ◽  
Daria Hanssen
Keyword(s):  
Social Work ◽  
Pilot Study ◽  
Social Work Education ◽  
Feminist Perspective ◽  
Student Responses ◽  
Social Work Educators ◽  
History Of ◽  
Work Education ◽  
History Of Social Work

Although the feminist perspective has been significant throughout the history of social work, its presence in the contemporary profession seems less prominent. This qualitative pilot study explores the views of social work educators (N=56) on the role of the feminist perspective in social work education and their experience with student responses regarding the tenets of feminism as applied to social work education and practice. Although a majority of respondents expressed support for integrating feminism into the curriculum, some sought guidance on the presentation of the feminist perspective in social work education and practice. In addition, an analysis of social work scholarly periodicals for feminist topics and perspectives revealed an apparent fading of feminism in the literature.

scholarly journals Applying anti-oppressive approach to social work practice in Africa: reflections of Nigerian BSW students

2020 ◽  
Vol 2 (3) ◽  
pp. 197-213 ◽  
Author(s):  
Solomon Amadasun ◽  
Tracy Beauty Evbayiro Omorogiuwa
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Structured Interviews ◽  
Content Type ◽  
Social Work Educators ◽  
Work Education ◽  
Practical Implications

Purpose As the next generation of social workers in a continent bedecked by oppressive customs, it is cardinal that the voices of social work students be heard. This study aims to share the reflections of Nigerian BSW students about anti-oppressive approach to professional practice. Design/methodology/approach Drawing on a qualitative approach, semi-structured interviews were conducted among fourth-year social work students at one of the elite universities in the southern region of Nigeria. Findings Results reveal that, although willing to challenge oppressive practices, social work students are ill-equipped to apply anti-oppressive approach to social work practice in Nigeria. Research limitations/implications This study makes an important contribution to the field and to the existing literature because the findings have broader implications for social work education in Nigeria. Practical implications In enforcing the suggestions of this study, it is expected that social work education will become able to produce competently trained students who are only knowledgeable about anti-oppressive social work but are equally prepared to address Nigeria’s myriad oppressive practices that have long undermined the nation’s quest for social development. Social implications The application of the anti-oppressive approach to social work practice is integral to ridding society of all forms of overt social injustice and other forms of latent oppressive policies. Originality/value Suggestions are offered to Nigerian social work educators toward ensuring that students are not only well equipped in the understanding of anti-oppressive social work but also ready to apply this model to professional social work practice following their graduation.

scholarly journals Enhancing Self-Awareness: A Practical Strategy to Train Culturally Responsive Social Work Students

10.18060/482 ◽  
2010 ◽  
Vol 11 (2) ◽  
pp. 223-234 ◽  
Author(s):  
Nalini J. Negi ◽  
Kimberly A. Bender ◽  
Rich Furman ◽  
Dawnovise N. Fowler ◽  
Julia Clark Prickett
Keyword(s):  
Social Work ◽  
Culturally Responsive ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Self Awareness ◽  
Culturally Responsive Practice ◽  
Social Work Educators ◽  
Competence Training ◽  
Self Discovery

A primary goal of social justice educators is to engage students in a process of self-discovery, with the goal of helping them recognize their own biases, develop empathy, and become better prepared for culturally responsive practice. While social work educators are mandated with the important task of training future social workers in culturally responsive practice with diverse populations, practical strategies on how to do so are scant. This article introduces a teaching exercise, the Ethnic Roots Assignment, which has been shown qualitatively to aid students in developing self-awareness, a key component of culturally competent social work practice. Practical suggestions for classroom utilization, common challenges, and past student responses to participating in the exercise are provided. The dissemination of such a teaching exercise can increase the field’s resources for addressing the important goal of cultural competence training.

scholarly journals Cultivating reflexivity in social work students

2012 ◽  
Vol 11 (1) ◽  
pp. 54-74
Author(s):  
Grace S.M. Leung ◽  
Debbie O.B. Lam ◽  
Amy Y.M. Chow ◽  
Daniel F.K. Wong ◽  
Catherine L.P. Chung ◽  
...  
Keyword(s):  
Social Work ◽  
Professional Competence ◽  
Social Work Students ◽  
Focus Group Interviews ◽  
Social Work Educators ◽  
Quasi Experimental ◽  
Group Interviews ◽  
Work Education ◽  
Experimental Group ◽  
Over Time

Social work educators are concerned about how best to equip social work students with the ability to self-reflect, because this is a core professional competence. The present study employed both quantitative and qualitative means to evaluate a course which set out to foster reflexivity among social work undergraduates. A quasi-experimental design was employed to examine the effectiveness of the course. Data were collected at pre-course, post-course, and 6 months after completion. We found that, over time, students in the experimental group gained more insight. The students disclosed in focus group interviews that the course had enhanced their understanding toward self, family, and society. The implications for social work education are discussed.

scholarly journals “Theory’s Cool, But Theory With No Practice Ain’t Shit…”

2021 ◽  
Vol 21 (2/3) ◽  
pp. 672-689
Author(s):  
Dale Dagar Maglalang ◽  
Smitha Rao
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Social Work Students ◽  
Self Determination ◽  
People Of Color ◽  
Cultural Wealth ◽  
Social Work Educators ◽  
Critical Theories ◽  
Education Needs ◽  
Work Education

As it stands today, social work education falls short in providing critical theories and frameworks that reflect the experiences of Black, Indigenous, and People of Color (BIPOC). Such insufficiencies maintain racism and other forms of oppression that plague both social work pedagogy and praxis. To challenge and dismantle hegemonic curricula, social work education needs to do more to provide the knowledge and tools necessary for anti-racist social work. The purpose of this article is to present five critical theories and frameworks written by Indigenous and People of Color scholars that social work educators, researchers, and practitioners can integrate into their teaching and practice to raise the critical consciousness of social work students. These five postulations are Compa Love, Racial Triangulation Theory, Breath of Life Theory, kapwa, and cultural wealth. The article will also discuss implications for social work education and practice. Centering the voices of under-represented scholars whose epistemologies are rooted in the lived experiences and communities that the field of social work traverses provides a pathway for social work education and practice to be tailored towards self-determination for all.

The Culturagram: An Educational Tool to Enhance Practice Competence With Diverse Populations

2014 ◽  
Vol 19 (1) ◽  
pp. 53-63
Author(s):  
Jayshree Jani ◽  
Joshua Okundaye
Keyword(s):  
Social Work ◽  
Cultural Awareness ◽  
Developmental Process ◽  
Social Work Students ◽  
Immigrant Family ◽  
Diverse Populations ◽  
Educational Tool ◽  
Case Scenario ◽  
Social Work Educators

For more than 25 years social work educators and practitioners have attempted to develop tools that would assist them in their efforts to work more effectively with people from different backgrounds. This issue is particularly important for students entering the profession. However, there has been little discussion in the literature about the developmental process of students and beginning practitioners and the effect of such tools on their attainment of practice competencies. This article discusses how the use of a culturagram influenced baccalaureate social work students’ ability to understand, assess, and plan an intervention with an immigrant family in a case scenario. We found that the culturagram augmented students’ learning and demonstrated the potential to move students and practitioners beyond cultural awareness to an ability to engage with difference.

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