COVID-19 and Structural Racial Inequity: Lessons Learned for Social Work Education

Autor/inn/en	Fariña, María del Mar; Kim, Suk-hee; Watson, Jerry; Dyson, Yarneccia D.
Titel	COVID-19 and Structural Racial Inequity: Lessons Learned for Social Work Education
Quelle	In: Journal of Social Work Education, 57 (2021), S.238-252 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dyson, Yarneccia D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
DOI	10.1080/10437797.2021.1935370
Schlagwörter	COVID-19; Pandemics; Racial Bias; Equal Education; Social Work; Minority Group Students; Ethnicity; Critical Theory; Race; Barriers; Social Bias; College Faculty; Student Needs; Graduate Students; Masters Programs; African American Students; Hispanic American Students; Asian American Students; Cultural Influences; Work Experience; School Closing; Educational Technology; Distance Education + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Soziale Arbeit; Ethnizität; Kritische Theorie; Rasse; Abstammung; Fakultät; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; African Americans; Afroamerikaner; Schüler; Schülerin; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Cultural influence; Kultureinfluss; Employment experience; Job experience; Occupational experience; Berufserfahrung; School closings; Schule; Schließung; Schließung (von Schulen); Unterrichtsmedien; Distance study; Distance learning; Fernunterricht
Abstract	This article examines how structural racism amplified the direct and indirect effects of COVID-19 for African American, Asian/Asian American, and Latino/a/x and Hispanic social work students during the unplanned transition to synchronous and asynchronous education at three social work programs across the United States, creating additional educational barriers. The aim of the article is threefold. First, centering critical race theory, it discusses the experience of African Americans, Asian/Asian Americans, and Latino/a/x and Hispanic students at three different institutions across the country. Second, it highlights the structural challenges faced by social work students of historically, racially, and ethnically oppressed communities and the lessons learned from the social work programs' pandemic response. Third, social work faculty lessons learned suggest ways to better meet the needs of historically, racially, and ethnically oppressed social work students, and the integration of critical race theory to diminish the effects of structural racism in social work programs' future educational plans in response to COVID-19, or a similar health crisis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01