When Privilege and Oppression Become "Real" in the Life of Emerging Social Workers

Autor/in	Avant, Deneca Winfrey
Titel	When Privilege and Oppression Become "Real" in the Life of Emerging Social Workers
Quelle	In: Journal of Teaching in Social Work, 42 (2022) 1, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1233
DOI	10.1080/08841233.2021.2008089
Schlagwörter	Social Work; Counselor Training; Power Structure; Cultural Awareness; Counselor Client Relationship; Attitude Change; Behavior Change; Role of Education; Counseling Services; Disadvantaged; Teaching Methods; Social Justice; Measures (Individuals); Diversity; Graduate Students; Masters Programs + Suchen Sie Ihr Suchwort? Soziale Arbeit; Cultural identity; Kulturelle Identität; Attitudinal change; Einstellungsänderung; Bildungsauftrag; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Gerechtigkeit; Messdaten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang
Abstract	In today's society, it is of utmost importance to deliver services with compassion, understanding, and cultural competence. Students' awareness of personal cultural backgrounds, issues, and biases is essential to enhance their ability to serve others, particularly marginalized populations. This study demonstrates how students understood the impact of discrimination and oppression on their personal development and preparation for delivery of social work services to diverse clientele. The goal of this research was to learn more about students' readiness for practice with heterogeneous client populations by assessing their changes in thought and behavior necessary for culturally competent and responsive social work practice in a pluralistic society. While this research informs the role of social work education in preparing culturally competent practitioners, there remains a significant gap in the literature regarding how best to teach students about privilege and oppression. This study used existing pre and post data from the "Oppression & Diversity/ Social Justice Scale" to assess students' understanding of power, privilege and oppression both at the beginning and at the end of a semester. Results may be used to plan and develop future cultural competence curricula. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01