Perspectives of Social Work Faculty on Diversity and Societal Oppression Content

Lorraine Gutiérrez · Karen Fredricksen · Steven D. Soifer

41 citations0/0 files storedJournal of Social Work Education

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Social Work Education and Practice Counseling Practices and Supervision Global Education and Multiculturalism

Abstract

This article presents data from a secondary analysis of a 1992 survey of graduate social work faculty to identify their views of the importance of content on diverse populations and types of oppression. The large majority of respondents rated content on several population groups and types of oppression to be important or very important. In most categories, however, the respondents rated including content on populations rather than on types of oppression to be more important, at a statistically significant level. The authors discuss the implications of this finding and place it in the context of current writings on multicultural social work.

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References

1982Mail and Telephone Surveys: The Total Design Method.1979Mail and Telephone Surveys: The Total Design Method.1979Mail and Telephone Surveys 1995Handbook of research on multicultural education 1980Stratum Identification and Consciousness 1994Teaching White Students about Racism: The Search for White Allies and the Restoration of Hope 1989Understanding race, ethnicity, and power : the key to efficacy in clinical practice 2005Code of Ethics of the National Association of Social Workers

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2011SUPPORT OF SEXUAL ORIENTATION AND GENDER IDENTITY CONTENT IN SOCIAL WORK EDUCATION: RESULTS FROM NATIONAL SURVEYS OF U.S. AND ANGLOPHONE CANADIAN FACULTY 2005THE MULTICULTURAL COUNSELING INVENTORY: A MEASURE FOR EVALUATING SOCIAL WORK STUDENT AND PRACTITIONER SELF-PERCEPTIONS OF THEIR MULTICULTURAL COMPETENCIES 2017What Are We Teaching in Diversity and Social Justice Courses? A Qualitative Content Analysis of MSW Syllabi 2004Understanding MSW Student Anxiety and Resistance to Multicultural Learning 2004Teaching about race and racism in social work: Challenges for white educators

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