In this qualitative study, critical race theory is used as a theoretical lens to analyze the perceptions of BSW/MSW faculty, students, and staff regarding the factors that contribute to the effective delivery of diversity and social justice content through a required course at a large public university in the Southwest. The findings of this research shed light on the crucial role of the implicit curriculum and curricular infusion in supporting, and creating barriers to, the delivery of diversity and social justice content through a designated required course.
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