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  Subjects -> SOCIAL SERVICES AND WELFARE (Total: 243 journals)
Showing 1 - 135 of 135 Journals sorted alphabetically
Aboriginal and Islander Health Worker Journal     Full-text available via subscription   (Followers: 18)
ACOSS Papers     Full-text available via subscription   (Followers: 4)
Adoption & Fostering     Hybrid Journal   (Followers: 25)
Advances in Neurodevelopmental Disorders     Hybrid Journal   (Followers: 5)
Advances in Social Work     Open Access   (Followers: 39)
African Journal of Social Work     Open Access   (Followers: 2)
African Security     Hybrid Journal   (Followers: 6)
Annals of the American Academy of Political and Social Science     Hybrid Journal   (Followers: 52)
Argumentum     Open Access  
Asia Pacific Journal of Social Work and Development     Hybrid Journal   (Followers: 12)
Asian Social Work and Policy Review     Hybrid Journal   (Followers: 10)
Australasian Journal of Human Security     Full-text available via subscription   (Followers: 1)
Australasian Policing     Full-text available via subscription   (Followers: 8)
Australian Ageing Agenda     Full-text available via subscription   (Followers: 7)
Australian Journal of Emergency Management     Full-text available via subscription   (Followers: 30)
Australian Journal of Social Issues     Hybrid Journal   (Followers: 7)
Australian Journal on Volunteering     Full-text available via subscription   (Followers: 3)
Australian Social Work     Hybrid Journal   (Followers: 13)
AZARBE : Revista Internacional de Trabajo Social y Bienestar     Open Access   (Followers: 6)
Bakti Budaya     Open Access   (Followers: 1)
Basic and Applied Social Psychology     Hybrid Journal   (Followers: 47)
British Journal of Social Work     Hybrid Journal   (Followers: 104)
Campbell Systematic Reviews     Open Access   (Followers: 3)
Canadian Social Work Review     Full-text available via subscription   (Followers: 11)
Care Management Journals     Hybrid Journal   (Followers: 5)
Clinical Social Work Journal     Hybrid Journal   (Followers: 33)
Columbia Social Work Review     Open Access   (Followers: 1)
Communities, Children and Families Australia     Full-text available via subscription   (Followers: 4)
Community Development     Hybrid Journal   (Followers: 26)
Community, Work & Family     Hybrid Journal   (Followers: 26)
Comunitania : Revista Internacional de Trabajo Social y Ciencias Sociales     Open Access   (Followers: 1)
ConCienciaSocial     Open Access  
Contemporary Rural Social Work     Open Access   (Followers: 17)
Counseling Outcome Research and Evaluation     Hybrid Journal   (Followers: 13)
Counseling Psychology and Psychotherapy     Open Access   (Followers: 19)
Counsellor (The)     Full-text available via subscription   (Followers: 3)
Critical and Radical Social Work     Hybrid Journal   (Followers: 22)
Critical Policy Studies     Hybrid Journal   (Followers: 15)
Critical Social Policy     Hybrid Journal   (Followers: 49)
Critical Social Work : An Interdisciplinary Journal Dedicated to Social Justice     Open Access   (Followers: 2)
Cuadernos de Trabajo Social     Open Access   (Followers: 1)
Death Studies     Hybrid Journal   (Followers: 23)
Developing Practice : The Child, Youth and Family Work Journal     Full-text available via subscription   (Followers: 21)
Developmental Child Welfare     Hybrid Journal  
Du Bois Review: Social Science Research on Race     Full-text available via subscription   (Followers: 12)
ECI Interdisciplinary Journal for Legal and Social Policy     Open Access   (Followers: 3)
Em Pauta : Teoria Social e Realidade Contemporânea     Open Access   (Followers: 1)
Ethics and Social Welfare     Hybrid Journal   (Followers: 25)
European Journal of Social Psychology     Hybrid Journal   (Followers: 47)
European Journal of Social Security     Full-text available via subscription   (Followers: 8)
European Journal of Social Work     Hybrid Journal   (Followers: 38)
European Journal of Work and Organizational Psychology     Hybrid Journal   (Followers: 37)
European Review of Social Psychology     Hybrid Journal   (Followers: 17)
Families in Society : The Journal of Contemporary Social Services     Full-text available via subscription   (Followers: 12)
Finnish Journal of eHealth and eWelfare : Finjehew     Open Access  
Geopolitical, Social Security and Freedom Journal     Open Access   (Followers: 1)
Global Social Policy     Hybrid Journal   (Followers: 36)
Global Social Welfare     Hybrid Journal   (Followers: 8)
Grief Matters : The Australian Journal of Grief and Bereavement     Full-text available via subscription   (Followers: 12)
Handbook of Social Choice and Welfare     Full-text available via subscription   (Followers: 3)
Health & Social Care In the Community     Hybrid Journal   (Followers: 55)
Health and Social Care Chaplaincy     Hybrid Journal   (Followers: 11)
Health and Social Work     Hybrid Journal   (Followers: 72)
HOLISTICA ? Journal of Business and Public Administration     Open Access  
Hong Kong Journal of Social Work, The     Hybrid Journal   (Followers: 3)
Housing Policy Debate     Hybrid Journal   (Followers: 21)
Human Service Organizations Management, Leadership and Governance     Hybrid Journal   (Followers: 28)
Indonesian Journal of Guidance and Counseling     Open Access  
International Journal of Ageing and Later Life     Open Access   (Followers: 4)
International Journal of Care and Caring     Hybrid Journal  
International Journal of East Asian Studies     Open Access   (Followers: 5)
International Journal of School Social Work     Open Access   (Followers: 4)
International Journal of Social Research Methodology     Hybrid Journal   (Followers: 79)
International Journal of Social Welfare     Hybrid Journal   (Followers: 19)
International Journal of Social Work     Open Access   (Followers: 26)
International Journal of Sociology and Social Policy     Hybrid Journal   (Followers: 68)
International Journal on Child Maltreatment : Research, Policy and Practice     Hybrid Journal   (Followers: 2)
International Social Science Journal     Hybrid Journal   (Followers: 25)
International Social Security Review     Hybrid Journal   (Followers: 9)
International Social Work     Hybrid Journal   (Followers: 22)
Islamic Counseling : Jurnal Bimbingan Konseling Islam     Open Access   (Followers: 1)
Janus Sosiaalipolitiikan ja sosiaalityön tutkimuksen aikakauslehti     Open Access  
Journal for Specialists in Group Work     Hybrid Journal   (Followers: 2)
Journal of Accessibility and Design for All     Open Access   (Followers: 15)
Journal of Applied Social Psychology     Hybrid Journal   (Followers: 62)
Journal of Baccalaureate Social Work     Full-text available via subscription   (Followers: 2)
Journal of Benefit-Cost Analysis     Hybrid Journal   (Followers: 4)
Journal of Care Services Management     Hybrid Journal   (Followers: 7)
Journal of Child and Adolescent Counseling     Hybrid Journal  
Journal of Community & Applied Social Psychology     Partially Free   (Followers: 15)
Journal of Community Practice     Hybrid Journal   (Followers: 12)
Journal of Comparative Social Welfare     Hybrid Journal   (Followers: 19)
Journal of Comparative Social Work     Open Access   (Followers: 2)
Journal of Danubian Studies and Research     Open Access  
Journal of Ethnic & Cultural Diversity in Social Work     Hybrid Journal   (Followers: 20)
Journal of European Social Policy     Hybrid Journal   (Followers: 33)
Journal of Evidence-Based Social Work     Hybrid Journal   (Followers: 28)
Journal of Evidence-Informed Social Work     Hybrid Journal   (Followers: 6)
Journal of Family Issues     Hybrid Journal   (Followers: 24)
Journal of Forensic Social Work     Hybrid Journal   (Followers: 7)
Journal of Health Care for the Poor and Underserved     Full-text available via subscription   (Followers: 9)
Journal of Healthcare Engineering     Open Access   (Followers: 3)
Journal of HIV/AIDS & Social Services     Hybrid Journal   (Followers: 10)
Journal of Human Rights and Social Work     Hybrid Journal  
Journal of Integrated Care     Hybrid Journal   (Followers: 22)
Journal of International and Comparative Social Policy     Hybrid Journal   (Followers: 2)
Journal of Investigative Psychology and Offender Profiling     Hybrid Journal   (Followers: 11)
Journal of Language and Social Psychology     Hybrid Journal   (Followers: 16)
Journal of Occupational Science     Hybrid Journal   (Followers: 30)
Journal of Personality and Social Psychology     Full-text available via subscription   (Followers: 399)
Journal of Policy Practice     Hybrid Journal   (Followers: 6)
Journal of Policy Practice and Research     Hybrid Journal   (Followers: 3)
Journal of Prevention & Intervention Community     Hybrid Journal   (Followers: 9)
Journal of Professional Counseling: Practice, Theory & Research     Hybrid Journal  
Journal of Public Health     Hybrid Journal   (Followers: 237)
Journal of Public Mental Health     Hybrid Journal   (Followers: 16)
Journal of Religion & Spirituality in Social Work: Social Thought     Hybrid Journal   (Followers: 12)
Journal of Social Development in Africa     Full-text available via subscription   (Followers: 8)
Journal of Social Distress and the Homeless     Hybrid Journal   (Followers: 6)
Journal of Social Issues     Hybrid Journal   (Followers: 21)
Journal of Social Philosophy     Hybrid Journal   (Followers: 28)
Journal of Social Policy     Hybrid Journal   (Followers: 44)
Journal of Social Service Research     Hybrid Journal   (Followers: 14)
Journal of Social Work     Hybrid Journal   (Followers: 207)
Journal of Social Work Education     Hybrid Journal   (Followers: 16)
Journal of Social Work in Disability & Rehabilitation     Hybrid Journal   (Followers: 20)
Journal of Social Work in the Global Community     Open Access   (Followers: 5)
Journal of Social Work Practice in the Addictions     Hybrid Journal   (Followers: 14)
Journal of the Society for Social Work and Research     Full-text available via subscription   (Followers: 14)
Jurnal Guidena : Journal of Guidance and counseling, Psychology and Education     Open Access   (Followers: 3)
Jurnal Karya Abdi Masyarakat     Open Access  
Just Policy: A Journal of Australian Social Policy     Full-text available via subscription   (Followers: 18)
Kontext : Zeitschrift für Systemische Therapie und Familientherapie     Hybrid Journal  
L'Orientation scolaire et professionnelle     Open Access   (Followers: 1)
Learning in Health and Social Care     Hybrid Journal   (Followers: 16)
Leidfaden : Fachmagazin für Krisen, Leid, Trauer     Hybrid Journal  
Links to Health and Social Care     Open Access   (Followers: 1)
Maltrattamento e abuso all’infanzia     Full-text available via subscription  
Measurement and Evaluation in Counseling and Development     Hybrid Journal   (Followers: 4)
Mental Health and Social Inclusion     Hybrid Journal   (Followers: 43)
Mental Health and Substance Use: dual diagnosis     Hybrid Journal   (Followers: 32)
Merrill-Palmer Quarterly     Full-text available via subscription   (Followers: 1)
Mortality: Promoting the interdisciplinary study of death and dying     Hybrid Journal   (Followers: 10)
Mundos do Trabalho     Open Access  
National Emergency Response     Full-text available via subscription   (Followers: 4)
New Zealand Journal of Occupational Therapy     Full-text available via subscription   (Followers: 71)
Nordic Social Work Research     Hybrid Journal   (Followers: 7)
Nordisk välfärdsforskning | Nordic Welfare Research     Open Access  
Northwestern Journal of Law & Social Policy     Open Access   (Followers: 6)
Nouvelles pratiques sociales     Full-text available via subscription   (Followers: 5)
Nusantara of Research: Jurnal Hasil-hasil Penelitian Universitas Nusantara PGRI Kediri     Open Access   (Followers: 2)
Parity     Full-text available via subscription   (Followers: 4)
Partner Abuse     Hybrid Journal   (Followers: 10)
Pedagogia i Treball Social : Revista de Cičncies Socials Aplicades     Open Access  
Personality and Social Psychology Bulletin     Hybrid Journal   (Followers: 239)
Personality and Social Psychology Review     Hybrid Journal   (Followers: 51)
Philosophy & Social Criticism     Hybrid Journal   (Followers: 25)
Policy Sciences     Hybrid Journal   (Followers: 13)
Practice: Social Work in Action     Hybrid Journal   (Followers: 20)
Prospectiva : Revista de Trabajo Social e Intervención Social     Open Access   (Followers: 2)
Psikopedagogia : Jurnal Bimbingan dan Konseling     Open Access   (Followers: 2)
Psychoanalytic Social Work     Hybrid Journal   (Followers: 10)
Public Policy and Aging Report     Hybrid Journal   (Followers: 3)
Qualitative Research     Hybrid Journal   (Followers: 35)
Qualitative Social Work     Hybrid Journal   (Followers: 26)
Quality in Ageing and Older Adults     Hybrid Journal   (Followers: 46)
Race and Social Problems     Hybrid Journal   (Followers: 11)
Research in Social Stratification and Mobility     Hybrid Journal   (Followers: 12)
Research on Economic Inequality     Hybrid Journal   (Followers: 11)
Research on Language and Social Interaction     Hybrid Journal   (Followers: 19)
Research on Social Work Practice     Hybrid Journal   (Followers: 43)
Review of Social Economy     Hybrid Journal   (Followers: 3)
Revista Brasileira de Tecnologias Sociais     Open Access  
Revista Internacional De Seguridad Social     Hybrid Journal  
Revista Katálysis     Open Access  
Revista Serviço Social em Perspectiva     Open Access  
Safer Communities     Hybrid Journal   (Followers: 63)
Science and Public Policy     Hybrid Journal   (Followers: 30)
Self and Identity     Hybrid Journal   (Followers: 17)
SER Social     Open Access  
Service social     Full-text available via subscription   (Followers: 7)
Serviço Social & Sociedade     Open Access   (Followers: 1)
Sexual Abuse in Australia and New Zealand     Full-text available via subscription   (Followers: 11)
Sexualidad, Salud y Sociedad (Rio de Janeiro)     Open Access   (Followers: 2)
Skriftserien Socialt Arbejde     Open Access  
Social Action : The Journal for Social Action in Counseling and Psychology     Free   (Followers: 2)
Social and Personality Psychology Compass     Hybrid Journal   (Followers: 20)
Social Behavior and Personality : An International Journal     Full-text available via subscription   (Followers: 13)
Social Care and Neurodisability     Hybrid Journal   (Followers: 7)
Social Choice and Welfare     Hybrid Journal   (Followers: 11)
Social Cognition     Full-text available via subscription   (Followers: 21)
Social Compass     Hybrid Journal   (Followers: 5)
Social Influence     Hybrid Journal   (Followers: 8)
Social Justice Research     Hybrid Journal   (Followers: 21)
Social Philosophy and Policy     Full-text available via subscription   (Followers: 24)
Social Policy & Administration     Hybrid Journal   (Followers: 28)
Social Policy and Society     Hybrid Journal   (Followers: 214)
Social Science Japan Journal     Hybrid Journal   (Followers: 14)
Social Semiotics     Hybrid Journal   (Followers: 10)
Social Work     Hybrid Journal   (Followers: 38)

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Similar Journals
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Advances in Social Work
Number of Followers: 39  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1527-8565
Published by Indiana University  [23 journals]
  • Dismantling White Supremacy in Social Work Education

    • Authors: Charla Yearwood, Rosemary A. Barbera, Amy K. Fisher, Carol Hostetter
      Abstract: We are excited to share this special edition of Advances in Social Work with you. When we distributed a call for abstracts, we were inundated – in a good way – with proposals. The need for social workers to discuss the role that white supremacy occupies within our history, education, and practice was obvious. Because of the number of abstracts received, we made the decision to publish a double edition so that the important information contained in these articles can be widely shared. The submissions fell into three general themes--historical, instructional, and institutional examinations. Each set of articles offers much for us to reflect and act upon moving forward. There is a reckoning happening and we are thrilled that this special edition is part of that reckoning. In all, we hope that this special issue will help advance our conversations in social work education around white supremacy and how it influences our practice, research, and education. Recognizing that our Code of Ethics calls us to “pursue social change, particularly with and on behalf of vulnerable and oppressed individuals and groups”, we believe it is important for social work as a profession to consistently evaluate its own institutions for ways we can practice what we preach. As social work educators, we have the ethical and moral responsibility to learn, grow, and challenge ourselves. We can do better. We must do better.
      PubDate: 2021-09-23
      DOI: 10.18060/25652
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • Kneading, Needing, and Eating Black Bodies

    • Authors: Fabienne Snowden, Willie Tolliver, Amanda McPherson
      Pages: 217 - 240
      Abstract: Social workers have been on the frontlines alongside marginalized communities since the profession’s emergence. This stance continues with supporting the Black Lives Matter Movement and centering the structural inequities that the COVID-19 pandemic highlights. A narrative that centers the history of social work’s concern for Black citizenship in the profession’s formation is neglected in the literature. This historical review traces the genesis of the profession’s work to expand access to the entitlements of citizenship among Black communities. Thematic analysis of secondary sources is used to investigate the formation of the profession and its work to ensure access to resources among Blacks communities. Study findings identify that the profession emerged from the bonds between the Abolitionist Movement and the Women’s Suffrage Movement, then moved away from working with Black people during the Settlement Movement and did not return to addressing the needs of these communities until the 1960s during the Civil Rights Movement. Black social workers answered the call to support Black and non-Black communities in the absence of the profession’s national organization’s presence. Social work needs, kneads, and eats Black bodies by being in complicity with systems of oppression. The history of social work and its concern and lack of concern for Black citizenship is a pedagogical innovation that addresses the historical amnesia that White domination fosters. The findings of this analysis call social workers to task to disrupt White dominant epistemologies of ignorance by incorporating this historical context into their social work pedagogy.
      PubDate: 2021-09-23
      DOI: 10.18060/24469
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • Political Advocacy Without a Choice

    • Authors: Donisha Shepherd, Suzanne Pritzker
      Pages: 241 - 258
      Abstract: From social work’s early days, African American social workers were engaged in what today is termed as political social work, yet their work is often overlooked in both social work education and the broader retelling of our profession’s history. This article examines the early history of African American political social work, using Lane and Pritzker’s (2018) five domains of political social work. We outline ways in which African American social workers’ lived experiences led them to engage in political social work to support community survival and to challenge injustice during the Black Migration period post-slavery, the Jim Crow Era, and the Civil Rights Movement. Even as broader structural dynamics sought to exclude African Americans from the political arena, dynamic and influential African American social workers laid the groundwork for modern political social work. They politically engaged their communities, lobbied for legislation, worked in the highest levels of government, supported campaigns, and ran and held elective office to ensure that civil rights were given and maintained. This manuscript calls for a shift from social work’s white-dominant historical narrative and curricula (Bell, 2014; DeLoach McCutcheon, 2019) to assertive discussion of the historic roles African American political social work pioneers played in furthering political empowerment and challenging social injustice.
      PubDate: 2021-09-23
      DOI: 10.18060/24135
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • Honoring Our Ancestors

    • Authors: Jennifer McCleary, Estelle Simard
      Pages: 259 - 273
      Abstract: The US social work profession has historically claimed primarily middle-class white women as the "founders" of the profession, including Jane Addams and Mary Richmond. Scholarship of the history of the profession has focused almost entirely on settlement houses, anti-poverty advocacy, and charity in the late 1800s in the northeastern United States as the groundwork of current social work practice. Courses in social work history socialize students into this historical framing of the profession and perpetuate a white supremacist narrative of white women as the primary doers of social justice work that colonizes the bodies and knowledge of Indigenous people and their helping systems. Black, Indigenous, and People of Color (BIPOC) in the US have always had indigenous systems of social care. Yet, the social justice work of BIPOC, and especially Indigenous people in the US, is left out of the dominant narrative of the history of social work practice for several reasons including racism, colonialism, and white supremacy. In this paper the authors contribute to the critique of the role of white supremacy as a colonizing process in social work history narratives and discuss frameworks for decolonizing social work pedagogy through a reconciliatory practice that aims to dismantle white supremacy.
      PubDate: 2021-09-23
      DOI: 10.18060/24146
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • The Whitewashing of Social Work History

    • Authors: Kelechi C. Wright, Kortney Angela Carr, Becci A. Akkin
      Pages: 274 - 297
      Abstract: Severe racial inequity has characterized the incorporation of ethnic minorities’ contributions to U.S. history and advancements (Sandoval et al., 2016). These disparities are inextricably connected to White Supremacist ideologies and practices, and are perpetuated in higher education through textbooks, pedagogy, and research. Social work, like many disciplines, teaches about its early roots with a whitewashed historical lens. Indeed, review of the social work literature reveals the scarcity of attributions to Black, Indigenous, and other People of Color (BIPOC). Without a more racially diverse perspective on social work’s history, social work scholars promote and sustain White Supremacy. The implications of this are crucial since social work education is predominantly populated by privileged White students who adopt this mentality, unaware of Black, Brown, Latino, Asian, Native or Other ethnic “Jane Addams” who have massively promoted the social welfare of communities for decades without historical recognition or the privileged positions of Addams and Richmond. Historical distortions also potentially discourage BIPOC social work students’ self-efficacy and future efforts to contribute and excel in the discipline. To properly address this issue, social work history must be refaced with a more equitable and just lens. This review seeks to address the gap in the literature pertaining to the need for a greater integration and infusion of racially diverse social work historical contributions in several ways. Recommendations will be made for future research in this area to dismantle racist perspectives in social work history, and strategies will be offered to help social work educators and researchers address this critical issue.
      PubDate: 2021-09-23
      DOI: 10.18060/23946
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • Gray Clouds Over Ivory Towers

    • Authors: Dashawna J. Fussell-Ware
      Pages: 298 - 310
      Abstract: Black, first-generation doctoral students can be classified as those who belong to the African diaspora and come from families with parents who do not have bachelor’s degrees. Data shows that over half of Black doctoral degree recipients, across all fields, have first-generation status, and literature has shown that these students experience several challenges during their doctoral journey that their peers do not. This paper details six of these challenges for Black, first-generation research doctoral students in social work programs. These challenges result in educational disparities disfavoring these students, and, as such, social workers are compelled by our Code of Ethics to work against these forms of social injustice. This conceptual discussion uses Critical Race Theory and Social Capital Theory to explain the continued existence of these challenges, followed by recommendations that social work educators, academic institutions, and educational organizations can use to improve conditions for Black, first-generation social work research doctoral students across the country. If social work educators take this critical issue, its associated challenges, and the proposed recommendations seriously, they can begin to create safe and actively anti-racist and anti-classist academic environments that are conducive to the success of this student population.
      PubDate: 2021-09-23
      DOI: 10.18060/24126
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • Interrupting White Supremacy in Field Education

    • Authors: Anita Gooding, Gita R. Mehrotra
      Pages: 311 - 330
      Abstract: As social work’s signature pedagogy, field education socializes students into their professional roles as practitioners. However, for students and field instructors of color, racial microaggressions add another dimension to the practice experience. Utilizing findings from a qualitative study exploring the experiences of Black, Indigenous, and People of Color (BIPOC) social work students and agency-based field instructors, this paper highlights experiences of microaggressions in field placement settings. Specifically, BIPOC students and field instructors described being tokenized in agencies, feeling invisible in placement settings, experiencing microaggressions from service users or students, and witnessing microaggressions. Experiences of microaggressions had emotional impacts, and affected participants’ sense of professional identity and confidence. Based on findings, we share recommendations for addressing racial microaggressions within social work field education in order to promote racial equity, including: grounding microaggressions in an ecological approach, unpacking the concept of professionalism, and building capacity of field instructors and agencies to respond to racism and microaggressions. Addressing microaggressions in field education is necessary to support BIPOC students in field placements, honor the work and well-being of racialized social workers who serve as field instructors, disrupt white supremacy, and move the social work field forward in regard to anti-racist practice.
      PubDate: 2021-09-23
      DOI: 10.18060/24095
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • The Cost of Being Black in Social Work Practicum

    • Authors: Nia Johnson, Paul Archibald, Anthony Estreet, Amanda Morgan
      Pages: 331 - 353
      Abstract: The social work profession is not exempt from fueling institutional racism, which affects the provision of social work practicum education for Black social work students. This article highlights how the historical and current social cost of being Black in the United States presents itself within social work education’s signature pedagogy. Social workers who hold bachelor’s degrees in social work (BSW) are more likely to be Black than those holding master’s degrees in social work (MSW; Salsberg et al., 2017). It takes Black students longer to earn an MSW degree though they are more likely to hold a BSW while also having work experience related to the social work profession; this is indicative of a flawed system. The implications of this are explored by highlighting social work’s historical context and the role privilege holds within a profession charged with working towards social justice. Critical Race Theory (CRT) is utilized to unearth how the current state of social work practicum upholds a culture of white supremacy through covertly racist requirements and practices. Case examples are utilized to demonstrate the challenges Black students face as social work practicum mimics oppressive practices and perpetuates disparities in the social work landscape. Additionally, this article explores oppression’s role in treating vulnerable social work students and how that treatment is reflected in the workforce, ultimately informing service delivery.
      PubDate: 2021-09-23
      DOI: 10.18060/24115
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • Experiences With Imposter Syndrome and Authenticity at Research-Intensive
           Schools of Social Work

    • Authors: LaShawnda N. Fields, Renee M. Cunningham-Williams
      Pages: 354 - 373
      Abstract: TThere is little known about the experiences of Black women in schools of social work, specifically those situated within research-intensive (R-1) Carnegie-designated institutions. Experiences of imposter syndrome and authenticity often result in negative experiences and poor professional outcomes for Black women in academia. This study explores Black women social work faculty members’ sense of self through the prisms of imposter syndrome and authenticity. Social work is of particular interest in that it espouses a code of ethics and core values of service that if applied to the cultures within these schools, Black women may have more equitable experiences. This article presents qualitative findings from nine in-depth interviews with Black women faculty members at R-1 universities. Findings revealed that Black women faculty member’s experiences of imposter syndrome impacted many facets of their professional experiences from moments of paralysis to potentially unhealthy over-productivity. Findings also highlight Black women faculty members’ concerns around their colleagues’ professional and personal perceptions of them and this often prevented these women from presenting their authentic selves in academic settings. Despite these barriers, some women chose to remain authentic regardless of possible backlash in refusing to assimilate into the dominant White culture. Black women scholars cannot survive and thrive in social work education unless institutions build trust with these women by respecting their diverse backgrounds, race-related research interests, and range of methodology.
      PubDate: 2021-09-23
      DOI: 10.18060/24124
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • Dismantling Privilege and White Supremacy in Social Work Education

    • Authors: Taniko King-Jordan, Karina Gil
      Pages: 374 - 395
      Abstract: The primary aim of social work is eliminating social inequalities by advocating for racial, social, and economic justice for individuals, families, groups, organizations, and communities. This commitment and promise starts in the classroom by providing opportunities for students and faculty to interact with each other and promote the core tenets of the profession. As the social work practices are shaped by the values promoted by the mainstream society, many argue that the profession is biased and does not meet the needs of Black, Indigenous People of Color (BIPOC). This issue is explored in the present study by interviewing six Black female social work faculty, aiming to elucidate their experiences in academia and the social work educational environment when interacting with their White counterparts, their students, and the administration. The findings yielded by this investigation have implications for academia, as well as social work education programs and their leadership.
      PubDate: 2021-09-23
      DOI: 10.18060/24088
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • How Racism Against BIPOC Women Faculty Operates in Social Work Academia

    • Authors: Sameena Azhar, Kendra P. DeLoach McCutcheon
      Pages: 396 - 420
      Abstract: In this article, we seek to highlight the ways in which we, as two female social work faculty members whose racial/ethnic identities fall into the categories of Black, Indigenous, and other People of Color (BIPOC), have experienced racism and White supremacy within predominantly White institutions in the United States. We seek to clarify that these experiences are not unique to any particular institution or university, but rather reflect systemic racism and the upholding of White supremacy in higher education in social work throughout the United States. We highlight the differential vulnerability faced by BIPOC women in academia, which are often unaddressed in the pursuit of what is seen to be an egalitarian or colorblind merit review. Bearing in mind our reflexivity on our positionalities, we share personal narratives regarding our own marginalization within White spaces and the emotional labor that we are often asked to carry for the institutions within which we work. We will elucidate experiences of tokenization or assumed intellectual inferiority by our peers. Given the current sociopolitical moment and the heightened awareness of diversity, equity and inclusion efforts within universities, we also reflect on how institutions of higher education, and particularly schools of social work, can move beyond simply hiring more people of color or conducting diversity trainings to ensuring that BIPOC women are more fully included in their roles within universities as faculty, administrators, staff and students.
      PubDate: 2021-09-23
      DOI: 10.18060/24118
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • The Politics of Resistance From Within

    • Authors: Patrina Duhaney, Yahya El-Lahib
      Pages: 421 - 437
      Abstract: Everyday racism embedded in all facets of society, coupled with ongoing injustices against racialized people globally, have reignited an urgent action to turn the gaze within social work education. There is a need to challenge and resist white supremacy that continues to institutionalize systemic racism and justify state control of social and political processes. These current realities are in direct contradiction to the neoliberal push for state withdrawal from social programming and essential services. Yet the interconnectedness between neoliberalism, white supremacy and fascist ideologies has gone undetected in social work circles resulting in a political and ideological vacuum in the profession. Within the social work curricula, there is a lack of attention and involvement to effectively dismantle white supremacy and racism that are perpetuated within and through the profession. The social work classroom has been a natural place to incubate a new wave of resistance that has the potential of changing the face of the profession. Considering the deleterious effects white supremacy has for racialized bodies within academic spaces, we assert the embodiments of resistance with a call to action for social work scholars, students, administrators and practitioners. These key actors must reject the legacy of white supremacy in our profession that acts as social control agents serving the state's interests and perpetuating its hegemony. We explore some of the ways in which we confront and disrupt white supremacy, which includes interrogating and dismantling dominant discourses, systemic and institutional academic racism (teaching, research and service), social work curriculum and priorities, and racist classroom dynamics that have been shaped by whiteness that continues to impact the interactions between racialized and white students and professors. We conclude with a call to infuse social work with practices and approaches that equip students with knowledge and tangible tools to enact change beyond academic spaces.
      PubDate: 2021-09-23
      DOI: 10.18060/24471
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • Next Wave of Post Traumatic Slave Syndrome Survivors

    • Authors: Selena T. Rodgers
      Pages: 438 - 459
      Abstract: This study seeks to deepen our understanding of the survival adaptive behaviors, particularly features of Post Traumatic Slave Syndrome (PTSS), identified by Black women professionals who exist at the margins in academia and society. To date, exploration of posttraumatic growth has not been researched concomitantly with PTSS. By examining these variables collectively, this study’s model provides an original contribution to a growing but insufficient literature on Black women professionals who endure institutional racism. Using the Listening Guide, this study presents data from seven (7) Black women professionals in higher education. The study finds interviewees adopt Angry Black Women and Strong Black Woman schema, and PTSS features as a survival strategy stemming from gender discrimination rooted in proximity to Whiteness and habitual attacks on their professional acumen. Congruently, learnings revealed (1) Identity and Positionality, (2) Generational [In]visibility, (3), Professional Rage Located, and (4) Voices of PPTTG—Prayers, People, Trials, Tribulations and God. Dismantling White Supremacy must center Black women's survival herstories and healing at the intersection of anti-Black racism and hidden systematic policies. Practice models that nuance PTSS trauma-informed assessments, the addition of PTSS to the DSM, and widely accepted African-centered paradigms are essential for this wave of race work
      PubDate: 2021-09-23
      DOI: 10.18060/24159
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • Disrupting the Pedagogy of Hypocrisy

    • Authors: Erin Hipple, Lauren Reid, Shanna Williams, Judelysse Gomez, Clare Peyton, Jack Wolcott
      Pages: 460 - 480
      Abstract: This article discusses the ways that four educators experience the impacts of white supremacy in classroom spaces. We discuss the ways we navigate the tension created when we desire to foster antiracist spaces but are required to work within an academic system that is underpinned by white supremacy. Using tenets of Griot storytelling, we describe our points of origin, provide narrative examples of student interactions, and detail the reflexive lenses through which we processed these interactions. Our narratives specifically seek to center Black, Indigenous, People of Color (BIPOC) and discuss the ways that our training and education has limited our ability to support them in academic spaces. We conclude with an invitation for the reader to sit with us in this space of tension, and some reflexive questions to consider as we exist in this space together. We hope to offer this as a way to continue dismantling the internalizations of supremacy. We also offer this as an opportunity to move away from the problem-solving mentality often applied to issues of racism in favor of fostering a continued, collective healing from the wounds created for all of us by white supremacist systems.
      PubDate: 2021-09-23
      DOI: 10.18060/24465
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • The Stories We Tell

    • Authors: Danté Bryant, Karen M. Kolivoski
      Pages: 481 - 499
      Abstract: Although there is a growing body of literature denoting social work’s efforts to engage many of the internal racial challenges it faces, there remains a paucity of research exploring the impacts of normative-whiteness and White supremacy within the profession. In an effort to address this gap in the literature, this investigation uses quantitative survey responses from 167 non-racially specific, currently active, social work faculty and administrators, and 12 qualitative interviews with African American, currently active, social work faculty and administrators to gain a more lucid understanding of how they view the roles and impacts of whiteness and White supremacy within Social Work. Thematic findings from this investigation include narratological-deception, epistemological-omission, and a divided-profession. Implications for social work suggest the need to equitably incorporate the contributions of racially underrepresented populations, while critically engaging and responding to the “why,” “how,” and “impacts” of their historical omission.
      PubDate: 2021-09-23
      DOI: 10.18060/24158
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • Faculty as a Barrier to Dismantling Racism in Social Work Education

    • Authors: Ebony N. Perez
      Pages: 500 - 521
      Abstract: Facilitating learning around race and racism is often uncomfortable for faculty as well as students. The purpose of this qualitative case study was to investigate the experiences of undergraduate social work educators who teach about race and racism in social work programs. I employed a qualitative case study design to understand the lived experience of undergraduate social work educators who teach race specific content. I employed a combination of purposive sampling and snowballing methods to identify nine participants from the Southeast region of the United States. Utilizing a Critical Race Theory (CRT) framework to analyze interviews, several key findings emerged revealing faculty as barriers to facilitating learning around anti-racist content in the classroom. These findings were a) their own racial identity; b) insufficient formal preparation around race and racism; c) lack of faculty comfort with anti-racist content; and d) lack of skill in teaching anti-racist content. Recommendations include the implementation of scaffolded antiracist content throughout social work curricula that would be required by the Council on Social Work Education as part of the accreditation process.
      PubDate: 2021-09-23
      DOI: 10.18060/24178
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • Social Work Educators as White Allies'

    • Authors: Michael Massey, Kynai Johnson
      Pages: 522 - 544
      Abstract: White educators represent the majority of social work faculty. Current research suggests that many White social work educators are not prepared to address racism in classroom discussions and model antiracist behavior. An integrative literature review was conducted by the co-authors—a White man and Black woman, both social work educators—to examine how recent literature characterizes the “White ally” educator and explore concepts designed to prepare White faculty for purposive action to dismantle White Supremacy. Integrative review is a methodology used to summarize empirical/theoretical literature to provide a comprehensive understanding of a phenomenon. Twenty-two articles met inclusion criteria for this review. The analysis involved two steps: First, a synthesis and integrative model of the literature on educators as White allies. Second, an application of the critical race theory concepts interest convergence and anti-essentialism. The integrative model of the White ally educator suggests a White identity process; necessitating critical self-reflection and multi-level, antiracist action. Critical examination of the literature troubles the concept of “White ally,” pointing to the potential re-centering of Whiteness. Further research is needed to help social work educators recognize racism in their work and prepare future social workers to engage in antiracist social work practice.
      PubDate: 2021-09-23
      DOI: 10.18060/24468
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • Wrestling the Elephant

    • Authors: Carolyn Mak, Mandeep Kaur Mucina, Renée Nichole Ferguson
      Pages: 545 - 565
      Abstract: White supremacist ideology is the elephant in the social work classroom, negatively impacting educators’ abilities to facilitate discussion and learning. One of the most effective ways to dismantle and organize against white supremacy is to politicize the seemingly benign moments that occur in the classroom that can create discomfort for students and instructors. Politicization includes identifying and addressing both the racial (micro-) aggressions that occur in the classroom and the processes and institutional policies that create complacency and lull us to sleep. In this conceptual piece, we use a Critical Race Theory (CRT) framework to understand how white supremacy perpetuates itself in the classroom, with a particular focus on whiteness as property. As well, we explore what it means to decolonize the classroom. Using a vignette based on our teaching experiences, we use these two frameworks to analyze classroom dynamics and interactions, and discuss how implications for social work education include waking from the metaphorical sleep to recognize the pernicious effects of whiteness and white supremacy. Included are practical individual teaching, relational, and systemic suggestions to enact change.
      PubDate: 2021-09-23
      DOI: 10.18060/24082
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • Wringing Out the “Whitewash”

    • Authors: Anna Ortega-Williams, Denise McLane-Davison
      Pages: 566 - 587
      Abstract: In the 21st Century context of violent racial divides, dismantling racism in social work education requires deep trust that social transformation and healing is possible. “Wringing out the whitewash” metaphorically captures the heavy labor of interrupting the rigid Eurocentric epistemological hegemony undergirding the pedagogy, research, and praxis canons of social work. It requires rigorous attempts to unsettle and decenter entrenched white supremacist ideology, assumptions, and values. In this labor, we create space for the multiple identities and worldviews that students and professors occupy to reshape educational encounters. In this paper, we present our critical pedagogical approaches as Black social work educators committed to liberation and healing. We articulate how our positionalities as Black cisgender women at urban universities, one a Northeastern Historically Black College and University (HBCU) and another at a Northeastern public university, facilitate our intentions to honor truth-telling and intergenerational interdependence. We present differences and similarities in how we use assignments to disrupt the institutional reproduction of racism, provide solace for repair and healing, and re-center collective identity as strength. We present transdisciplinary frameworks shaping our pedagogical choices, namely historical trauma and urban womanist social work pedagogy. Implications for the future of social work education will be discussed.
      PubDate: 2021-09-23
      DOI: 10.18060/24475
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • Abolishing Whiteness

    • Authors: Michele D. Hanna, Heather Arnold-Renicker, Barbara Garza
      Pages: 588 - 615
      Abstract: The power, privilege, and oppression paradigm that most schools of social work currently espouse to are often taught through an experiential approach to whiteness, privileging the majority of white students with the opportunity to explore their white identity at the expense of the learning of the Black/Brown, Indigenous, People of Color (BIPOC) students in the classroom. Many BIPOC students experience these courses as a hostile environment, finding themselves and their racial group identified in contrast to whiteness – oppressed, marginalized, silenced, and powerless. This paper presents an innovative course outline using Critical Race Theory and Critical White Studies as theoretical frameworks to decenter whiteness and attend to the learning needs of BIPOC students. Using these two theoretical frameworks, students will learn the history of the racial hierarchy of humans; the social construction of whiteness, the evolution of anti-black racism and the extension to other people of color; and the relationship between white supremacy and racism.
      PubDate: 2021-09-23
      DOI: 10.18060/24484
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • Toward a Historically Accountable Critical Whiteness Curriculum for Social
           Work

    • Authors: Joshua R. Gregory
      Pages: 616 - 635
      Abstract: Whiteness—distinct from individuals who identify as white—is a social construction; and social constructions, by definition, can be disassembled. Whiteness is also wholly constituted by and inseparable from white supremacy, and thus exists purely as racial injustice. These are historical facts. Consequently, racial justice demands that whiteness be dismantled and abolished. Social work, as a profession committed to racial justice, is directly implicated in this imperative. Yet, due to misunderstanding and unawareness, the above facts register with most social workers as exaggerated claims, baseless untruths, or ideological propaganda. Social work requires a historically accountable critical whiteness curriculum in order to correct this pervasive misunderstanding and to facilitate informed participation in the pursuit of racial justice in a way that accurately apprehends the nature of whiteness. This curriculum, introduced here, explores the history and invention of whiteness in global, U.S., and social work contexts; examines the integral role of education in deploying and maintaining whiteness; and considers reconstruction and abolition as alternative modes of responding to whiteness as a social problem. The curriculum ultimately shows abolition to be the only historically and theoretically consistent response to whiteness, leading to a call for abolition as praxis and for further curricular development.
      PubDate: 2021-09-23
      DOI: 10.18060/24094
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • Confronting Historical White Supremacy in Social Work Education and
           Practice

    • Authors: Zoila Del-Villar
      Pages: 636 - 653
      Abstract: Oftentimes, social work education is in denial of its seductive and pervasive relationship with White Supremacy, as if it is exempt in power relations rooted in racial formation. The present paper investigates the historical legacy of racial formation within the United States context and its inception in the field of social work. This paper provides comprehensive definitions of the key terms used in teaching social work practice from an anti-racist social justice lens. Whiteness theory is used to highlight the way social work has perpetuated White Supremacy in the evolution of the profession and Black feminist standpoint is used to examine the experiences of non-White women as they interface with racist and oppressive social systems. I advocate for the use of a social justice pedagogy in social work education to help students think critically and reflectively about their future practice to better understand the oppressive power structures in many of today’s agencies, organizations, and institutions.
      PubDate: 2021-09-23
      DOI: 10.18060/24168
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • De-Centering Whiteness Through Revisualizing Theory in Social Work
           Education, Practice, and Scholarship

    • Authors: Chandra Crudup, Chris Fike, Claire McLoone
      Pages: 654 - 671
      Abstract: Institutions that frame social work education and prepare future practitioners are firmly rooted in hegemonic philosophies and practices that perpetuate colonization, oppression, and white supremacy. In recognizing that white supremacy is a mechanism of social control, that our current social structure is grounded in liberal-patriarchal capitalism, and that social work conforms to prevailing social norms, we, as social workers, must acknowledge our complicity in perpetuating a white supremacist master narrative (Pewewardy & Almeida, 2014). The white supremacist ideology inherent within Western social work literature, teaching methodologies, and practice strategies only serves to perpetuate an oppressive system. This structure does not envision social workers as agents of change, but rather as essential cogs of the status quo who foster client dependence on a system that is inherently marginalizing. One mechanism for disrupting the white supremacy that has become a master narrative in social work is to create a counter-narrative (Pewewardy & Almeida, 2014). This paper creates a counter-narrative by using the pyramid of white supremacy framework (Safehouse Progressive Alliance for Nonviolence, 2008; Tuzzolo, 2016) to critique social work and deconstruct post-racial fallacies ascendant within the profession, and re-visualizes ecological systems framework as a mechanism for de-centering whiteness in social work scholarship, practice, and education.
      PubDate: 2021-09-23
      DOI: 10.18060/24120
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • “Theory’s Cool, But Theory With No Practice Ain’t
           Shit…”

    • Authors: Dale Dagar Maglalang, Smitha Rao
      Pages: 672 - 689
      Abstract: 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.
      PubDate: 2021-09-23
      DOI: 10.18060/24145
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • An Experiential Model for Cultivating Cultural Humility and Embodying
           Antiracist Action in and Outside the Social Work Classroom

    • Authors: Kerri Fisher
      Pages: 690 - 707
      Abstract: Social Workers in academia may enjoy seemingly endless discussions and debates on ever-evolving “diversity concepts” including privilege, oppression, microaggressions, and white supremacy culture, but students and would-be allies are often stymied, if not altogether lost by the enormity of overcoming injustice. The 7E model for Cultural Humility and Antioppressive Practice provides specific and creative opportunities for personal and systemic change offering fledgling antiracists both structure and freedom on their unique paths to activism and allyship in keeping with their own individual, intersectional identities and bio-psycho-social development. The seven experiences discussed in the model (exposure, engaging, examining, evaluating enacting, educating, and evolving) are defined and explained. Teaching tools are provided.
      PubDate: 2021-09-23
      DOI: 10.18060/24184
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • The Intrepid Elective

    • Authors: Alexis Jemal, Jenna Frasier
      Pages: 708 - 729
      Abstract: The field of social work has a professional and ethical commitment to social justice. However, scholars have identified potential dangers that may threaten that commitment. To transform dangers into opportunities that strengthen social justice service, schools of social work could incorporate critical pedagogy within the Master of Social Work (MSW) curriculum. By training future social workers in critical social work practice, social work education becomes an advocate for marginalized populations. If not educated from an anti-oppressive framework, social workers have the potential to harm, oppress, and control rather than support and serve. The weight of this responsibility and firsthand social work education experiences led to the development and implementation of an elective course in critical social work informed by the Critical Transformative Potential Development (CTPD) Framework. The course follows a method that puts the CTPD theory into practice to bridge the micro-macro divide by engaging students in actively dismantling ideologies and practices of dominance. The course aims to produce anti-oppressive social workers who can better navigate social justice terrain. A student’s perspective on the course highlights strengths and areas for improvement. Future iterations of this class or similar courses of study could be adapted by and adopted for other social work education institutions. Because social work education is fertile ground to plant seeds that will grow social workers rooted in anti-racism and anti-White supremacy, there is the opportunity, with a radical education, to transform the field in a critical direction, better prepared to overcome the social justice challenges of the era.
      PubDate: 2021-09-23
      DOI: 10.18060/24171
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • Interracial Team Teaching in Social Work Education

    • Authors: Luis O. Curiel
      Pages: 730 - 749
      Abstract: This article aims to explore anti-racist social work education through interracial team teaching, where one instructor is White, and the other is Black, Indigenous, or a Person of Color (BIPOC). This pedagogical approach is presented as an emerging conceptual model to consider in anti-racist social work education. As an anti-racist approach to teaching, this model aims to engage students and faculty in a more active and accountable role in dismantling systemic racism and White supremacy through social work education. A close examination of published articles on interracial team teaching revealed an absence of theoretical frameworks to guide this teaching method. Critical Race Theory (CRT) emerged as a compatible theoretical framework for teaching anti-racism within an interracial team-taught model. Five CRT tenets from Sólorzano et al. (2005) align with previous studies to support this emerging pedagogical approach as a viable option. Findings suggest that anti-racist education requires explicitly naming terms like White supremacy, racism, and colonization within the social work curriculum. Interracial team teaching necessitates shared power and authority between instructors and calls for White educators to examine their White identity and resist performing allyship. Academic institution hiring practices need a greater representation of BIPOC faculty to reduce overburdening faculty of color.
      PubDate: 2021-09-23
      DOI: 10.18060/24176
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • Using a Transdiagnostic Perspective to Disrupt White Supremacist
           Applications of the DSM

    • Authors: Michael R. Riquino, Van L. Nguyen, Sarah E. Reese, Jen Molloy
      Pages: 750 - 765
      Abstract: White supremacist applications of the Diagnostic and Statistical Manual of Mental Disorders (DSM) result in the disproportionate labeling of Black, Indigenous, and People of Color as violent or severely mentally ill. Racial diagnostic disparities and misdiagnoses are endemic in social work practice, in part because of the DSM’s categorical classification system, which encourages reductive thinking and reinforces implicit racial biases. While courses on psychopathology are common requirements for clinical field placements, the mental health field’s reliance on the DSM often contradicts antiracist curricula. In an effort to address this paradox, we utilize pedagogical approaches that seek to critique and deconstruct White Supremacist applications of the DSM while simultaneously preparing students to enter a field that relies so heavily on diagnostic labels. This is done in part by teaching students to shirk the DSM’s categorical perspective in favor of a transdiagnostic perspective—identifying symptoms or traits underlying human suffering that occur across diagnostic categories and are informed by macro systems of privilege and oppression. Teaching students to adopt a transdiagnostic perspective may disrupt White Supremacist practices in diagnostics by encouraging an acknowledgement of multisystem factors underlying human suffering without relying on discrete diagnostic categories that are prone to racial interpretations.
      PubDate: 2021-09-23
      DOI: 10.18060/24049
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • Assessing Antiracism as a Learning Outcome in Social Work Education

    • Authors: Phillipe Copeland, Abigail Ross
      Pages: 766 - 778
      Abstract: The current political climate and reversals of gains made during the Civil Rights Movement underscore the urgent need for preparing emerging social workers to effectively address white supremacy in social work practice. Antiracism education in social work aims to ensure competent antiracist social work practice towards the goal of eradicating white supremacy in all its forms. Given the widening racial disparities evident in income, health and educational outcomes, it is essential to examine the degree to which social work education adequately prepares emerging social work practitioners to engage in antiracist social work practice. This paper presents findings of a systematic review of social work research assessing antiracism as a learning outcome. After reviewing more than 150 studies published between 2008 and 2018, none of them focused on assessing antiracism as a learning outcome. Our review demonstrates that despite the importance of antiracist social work practice, published research on assessment of antiracism as a learning outcome is sparse and is not antiracism-focused as much as it is antiracism-inclusive. More attention to identifying and disseminating best practices for assessing student competence in antiracism practice is required to defeat white supremacy.
      PubDate: 2021-09-23
      DOI: 10.18060/24139
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • “Not the Time For Kumbaya”

    • Authors: Anjali Fulambarker Buehler, Christine Rogerson, Melinda Gushwa
      Pages: 779 - 800
      Abstract: This paper describes the use of race-based caucusing in a foundation-level MSW course focused on racism and other systems of oppression at a primarily White university in the Northeast. This technique was chosen based on the desire to allow space for students to examine and dismantle their internalized racialized socialization. This strategy was used in three sections of this course across two semesters, and this paper describes the findings of focus groups conducted with students at the end of each semester to understand their experiences with caucusing and their perceptions of the drawbacks and benefits of using this strategy in the classroom context. We discovered that student experiences of caucusing centered around the separate spaces that race-based caucusing created. Specifically, we learned from students that they had varied initial reactions to the idea of race-based caucusing as well as encountering challenges and seeing benefits to the strategy. As instructors, we provide our own experiences with caucusing and, based upon our analysis of the focus group data, conclude that this strategy yielded different results for BIPOC and White students and offer some suggestions to aid other instructors considering implementation.
      PubDate: 2021-09-23
      DOI: 10.18060/24092
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • Decentering Whiteness in Social Work Curriculum

    • Authors: Stephanie Odera, M. Alex Wagaman, Ashley Staton, Aaron Kemmerer
      Pages: 801 - 820
      Abstract: The social work profession has historically been dominated by the presence and perspectives of whiteness. The centering of whiteness in social work education is reflected in course offerings, course content, assignment construction, and inherent racialized assumptions about who clients and social workers will be in practice spaces. Critical race theory (CRT) and liberation theory provide a framework for considering how to make visible the ways in which white supremacy is embedded in social work education, and to identify strategies for disrupting its presence by decentering whiteness. The purpose of this project is to foster critical thought about ways to dismantle racism and white supremacy in social work educational spaces. Using the reflexive methodology of collaborative autoethnography, the four authors - two course instructors and two students - with varying racial identities and positionalities, reflected on the experiences of coming to, being in, and transitioning out of the course. Areas of convergence and divergence in the autoethnographic reflections revealed strategies such as embracing vulnerability, promoting authentic relationships, and normalizing emotional as well as cognitive engagement for decentering whiteness in social work education. Implications and recommendations for social work educators and students committed to engaging in anti-racist practice are also discussed
      PubDate: 2021-09-23
      DOI: 10.18060/24151
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • Deepening the Learning

    • Authors: Elizabeth King Keenan, Shuei Kozu, Hunter Mayhew, Evelyn Saiter-Meyers, Caliyah Meggett, Paige Reynolds
      Pages: 821 - 840
      Abstract: Graduate students of multiple racial identities in predominantly White institutions enter social work programs with a wide range of knowledge about and experiences of White Supremacy, particularly the ways in which structural forms of racism continue to inflict harm, block opportunities, and perpetuate wealth inequities. In addition, White students are often challenged to grasp the ways they have been socialized to participate in perpetuating White Supremacy. This wide range of knowledge and experiences makes it likely that students will experience a range of emotions and defensive resistance necessitating skillful pedagogical design and facilitation of class interactions. Intentional use of theoretical frameworks with experiential activities can deepen self-awareness and understanding of the systemic nature of White Supremacy (Okun, 2010). In this manuscript, four students and two instructors discuss their learning experiences within a course addressing White Supremacy for students of multiple racial identities in a predominantly White institution. Post-course dialogue amongst these multiracial authors identified six core areas of learning when examining intrapersonal, interpersonal, and structural racism, cultural wealth of BIPOC peoples, and anti-racism actions. Two primary implications for education are: Weave conceptual frameworks with interpersonal experiential activities throughout the course design, and attend to interactional power dynamics during class meetings.
      PubDate: 2021-09-23
      DOI: 10.18060/24074
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • We Are What We Read

    • Authors: Emily Tillotson, Susan Smith, Cheris Brewer Current
      Pages: 841 - 856
      Abstract: A school of social work devised a process to assess the implicit curriculum by auditing the required readings to identify the race and gender of the authors. As a profession, we espouse a strong commitment to social justice and diversity. Yet we know that there are limitations to our objectivity and that auditing is a valuable tool that can reveal biases. The concrete data provided by an audit can help reveal and disrupt entrenched patterns. The audit was conducted by reviewing the syllabi for required BSW and MSW courses. For each text, we collected the names, gender, and race for each author. Across all programs, authors were disproportionately White as compared to the general U.S. population, professional authors, professional social workers, and students in the programs. Similarly, men were over-represented as compared to all of the benchmarks, except for the authors in the BSW program, which was more feminized as compared to the U.S. population. This assessment process adds to the existing toolset by measuring current levels of representation—including over and underrepresentation. It is hoped that auditing will prove an effective tool for doing antiracist and anti-oppressive assessment, however an audit can only reveal where work is needed.
      PubDate: 2021-09-23
      DOI: 10.18060/24064
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • Anti-Racism Working Group

    • Authors: Anaïs Bailly, Benjamin P. Brumley, Megan A. Mraz, Benjamin S. Morgan, Gwenelle Styles O'Neal, Brie Radis, Susan R. Wysor Nguema, Colleen Keeler, Mia Ocean, Erin N. Spencer
      Pages: 857 - 875
      Abstract: Institutions of higher education fail to address ongoing systemic racism within their classrooms, boardrooms, and commons when university personnel and students are not prepared to discuss racism and structural inequalities that exist within the campus community. To address this at a public, Predominantly White Institution (PWI), a group of students, staff, and faculty developed an action-oriented community to increase awareness and advocacy efforts against systemic and micro-level racism. Founded by faculty in the university’s BSW and MSW programs, the Anti-Racism Working Group (ARWG) is composed of faculty, staff, and students from multiple university departments. The goals of ARWG include education and awareness, and dialogue about race, ethnicity, bias, power, and privilege; cultivating interdisciplinary faculty and student relationships, and inspiring anti-racist actions. This paper discusses and disseminates research about ARWG’s inaugural year and early assessments of the program. Data includes responses from students who attended ARWG workshops and found them useful in their conceptualization and self-awareness around race, privilege, and taking anti-racist action. ARWG members benefited around three themes including skill development, relationship building, and the increased awareness and ability to engage in productive discussions around race, power, and privilege. We share these results with other universities and organizations to encourage the creation of similar programs and to facilitate learning from our experiences.
      PubDate: 2021-09-23
      DOI: 10.18060/24053
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • Moving From Multiculturalism to Critical Race Theory Within a School of
           Social Work

    • Authors: Saanà A. Polk, Nicole Vazquez, Mimi E. Kim, Yolanda R. Green
      Pages: 876 - 897
      Abstract: The continued presence of racism and white supremacy has risen to a crisis level as today’s global pandemic, police abuse targeting Black, Indigenous and other people of color (BIPOC) communities, and mass urban uprisings rock the nation. This article presents a case study of a West Coast school of social work that has carried out a five-year systematic campaign to move all levels of the program beyond a multicultural orientation towards critical race theory. This study reveals the results of a self-organized cross-racial committee within a school of social work, motivated by an ambitious goal to implement a racial justice orientation throughout the school’s personnel, practices, policies, and curricula. The committee has been further characterized by its commitment to engage across the power-laden divisions of field faculty, tenure track faculty, and administrative staff. The article offers documented stages of development, narratives from across differences of identity and professional role, and thick descriptions of strategies that led to the adoption and infusion of an intersectional critical race analysis throughout the school’s curricula. The organic development of the campaign and the leveraging of opportunities throughout the campus and across campuses offer important lessons for other schools of social work undergoing transformational change.
      PubDate: 2021-09-23
      DOI: 10.18060/24472
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • Finding Shelter in the Storm

    • Authors: Ann T. Riley, Kirby Bewley, Renea L. Butler-King , Lisa G. Byers , Christina R. Miller, Jennifer E. Dell, Charlotte J. Kendrick
      Pages: 898 - 919
      Abstract: This paper presents the case study of a 100+ year old school of social work recently shaken by acts of racial aggression targeted toward our Black/African American community. Following campus incidents that received national attention, minority social work students urged faculty to organize action to voice values of equity and justice, and to provide an intentional safe space within our school. In response, a volunteer faculty committee dedicated themselves to the group’s formation and implementation of the Undoing Racism Principles from the People’s Institute for Survival and Beyond (PISAB, n.d.), beginning internally and expanding outward. Representing multiple identities and positionalities of power, committee members use these principles to process our privilege. We reflect on our journeys with racism as social work educators and as individuals who are, and have been, influenced by internalized historical and contemporary racism. Guided by Pedagogy of the Oppressed (Freire 1970/ 2002) and Critical Race Theory (Sulé, 2020), the praxis of reflecting in-and-on our work has evolved (Schön, 1983, 1987).
      Authors share their personal experiences, professional impacts, and efforts to implement anti-racist pedagogy. Contextual implications for schools of social work that aim to become anti-racist within their implicit and explicit curricula are provided by this case study.
      PubDate: 2021-09-23
      DOI: 10.18060/24117
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • The Good, the Bad, and the Ugly

    • Authors: Rocío Calvo, Samuel Bradley
      Pages: 920 - 933
      Abstract: For the last several years, the Boston College School of Social Work (BCSSW) has worked to deconstruct the hidden nature of whiteness rooted in theories, methods, and practices of education. To that end, the BCSSW created two strategies designed to foster systemic change: the Latinx Leadership Initiative and the Equity, Justice, and Inclusion Initiative. This study uses narrative analysis to examine these initiatives as catalysts of sustainable change. We dive deep into: (1) strategies designed to disrupt a White supremacy approach to the explicit and implicit curriculums; (2) activities to engage stakeholders on dismantling institutional racism. Our ultimate goal is to draw lessons that may be useful to the profession. To that end, we discuss knowledge gained concerning academic innovation, shared governance, and alternatives to an Eurocentric epistemological approach to social work. We also include implications for the profession concerning the incorporation and validation of non-White ways to understand human development, health, disease, diagnostics, and interventions; and present some of the strategies we developed to de-center whiteness and support BIPOC students in a White-majority institution of higher education.
      PubDate: 2021-09-23
      DOI: 10.18060/24466
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • Social Work Education in the Shadow of Confederate Statues and the Specter
           of White Supremacy

    • Authors: Travis Albritton, Charity S. Watkins, Allison De Marco, JP Przewoznik, Andrew Heil
      Pages: 934 - 953
      Abstract: Driven by our code of ethics and our call to reckon with our embeddedness within a white supremacist institution in the US South, the UNC-Chapel Hill School of Social Work re-visioned our approach to the MSW curriculum. Using case study methods, we trace our history and on-going work through interviews, document review, and community conversations, centering student voices. Students interviewed spoke about activism prompted by racist events on campus and nationally, and the inadequate response from the administration. Their efforts led to school-wide initiatives including curriculum shifts and accountability and action. The first-year generalist course, Confronting Oppression and Institutional Discrimination was restructured and resituated. Critical Race Theory was infused across the coursework. Two new working groups were created: The Anti-Racism Task Force and Reconciliation Standing Committee. Efforts to address racism and white supremacy in academic spaces require sustained activism to expose how racism is embedded within our institutions. While much work remains in the practice of becoming an antiracist institution, this model can serve as a prototype for others as they work to create programs that are site-specific and universally reflective of the institutional changes we need.
      PubDate: 2021-09-23
      DOI: 10.18060/24105
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • Uprooting (Our) Whiteness

    • Authors: William Frey, Noelia Mann, Alex Boling, Parker Jordan, Karma Lowe, Susan Witte
      Pages: 954 - 977
      Abstract: Social work education reinforces hegemonic Whiteness through pedagogies and practices that rely on an entitlement to and harvesting of Black, Indigenous, and People of Color’s lived experiences for the purpose of its tacit audience: White students. Despite this exploitative and harmful reliance on objectified lived experiences, White students continue to lack critical understanding of their racial positionality and connections to racism. Uprooting Whiteness requires sitting with what it means for White people to be “a White problem.” Drawing on the work of Yancy, we (group co-facilitators; our dean of diversity, equity, and inclusion; and three MSW student participants) describe the creation, organization, facilitation, and experiences of the first year of the Space for Uprooting Whiteness—a biweekly space where White social work students examine and uproot their relationship to White supremacy and domination. We argue for White social workers to take collective responsibility for racism in and beyond our institutions—requiring interrogation of our everyday practices and their (inter)dependence with and on systems of domination. This paper ends with three experiential narratives from student participants in the space and implications of critical intragroup dialogic pedagogy among White students in social work education and beyond.
      PubDate: 2021-09-23
      DOI: 10.18060/24140
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • Is There A Place For Us' Social Workers of Color As Outside Agitators
           Within the Profession

    • Authors: Michael Rangel
      Pages: 978 - 988
      Abstract: The outside agitator narrative has been used to discredit and harm people of color for decades. Currently, it is being used as a forceful tactic to separate the movement for Black lives from the broader narrative that racism is deeply rooted in American social structures, institutions, and everyday life. This article examines the implications of how the profession of social work has similarly and simultaneously maintained a culture of white supremacy and racist ideologies in our work. As outsiders in a predominantly white profession, social workers of color act as outside agitators when dispelling myths and practices used in and for communities of color. By centering the lived experiences and knowledge of social workers of color, all social workers can increase their awareness of racism within our profession and work together to dismantle the culture of racism and white supremacy that persists within social work.
      PubDate: 2021-09-23
      DOI: 10.18060/24173
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • Social Work in the Shadow of Death

    • Authors: Rae Rosario Stevenson, Joan M. Blakey
      Pages: 989 - 1005
      Abstract: In its current form, the field of social work does not reflect the ongoing reality of Black death and the embeddedness of anti-Blackness in everyday life. This omission leads to catastrophic failures of the profession’s most essential tasks: the advancement of social justice and future social workers’ education. This paper will discuss why the police’s ongoing murder of Black people will not be resolved by simply replacing the police with social workers. We will argue that social workers serving Black people must anchor their work in theoretical perspectives articulated by Black people. Finally, we challenge social work to live up to its social justice mission by divesting from systems of social control and anchoring their work in theoretical perspectives articulated by Black people.
      PubDate: 2021-09-23
      DOI: 10.18060/24103
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • The Obligation of White Women

    • Authors: Sara Plummer, Jandel Crutchfield, Desiree Stepteau-Watson
      Pages: 1006 - 1019
      Abstract: On Memorial Day 2020, a white woman, Amy Cooper, was walking her unleashed dog in New York City. After being apprised of the leash law in that state by a man bird watching, Ms. Cooper proceeded to call the police stating an “African American man” was “threatening her life and that of her dog” (Ransom, 2020). While this event may seem unconnected to the field of social work, it is a modern example of the way white women, including those in social work, use emotionality, bureaucracy, and the law to control Black bodies. Social work has been and continues to be, responsible for policies and practices that maintain white supremacy culture and criminalize Black people.
      PubDate: 2021-09-23
      DOI: 10.18060/24467
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • ‘The Mirage of Action’

    • Authors: Jemel P. Aguilar, Elisabeth Counselman-Carpenter
      Pages: 1020 - 1044
      Abstract: This autoethnographic study highlights complex strategies for maintaining white supremacy used by “well-intentioned” heterocentric white female social workers that are enacted under the guise of practicing anti-racism in social work practice settings, classroom environments, policy initiatives, and advocacy work. Using autoethnography was both unplanned and deliberate. Unplanned, we needed a research method that allows us to explore the untouchable subject of heterocentric white female social workers and deliberate in that we could use our experiences to break ground and establish white supremacy among heterocentric white female social workers that espouse anti-racist values as an area of study. We draw on education, anthropology, sociology, and other disciplines to name some of the ongoing challenges to dismantling racism, colonialist, and reformer narratives in social work, and identify strategies used by all white folx, but particularly heterocentric white female social workers to neutralize the suggestion or accusation of their acts as racism. We name three challenges to dismantling racism among heterocentric white female social workers: hiding behind the data, anti-racist book clubs, and crying and comfort. We conclude with further questions for those who hold power in the field and a reflection upon our own continued intersecting struggles with these concepts.
      PubDate: 2021-09-23
      DOI: 10.18060/24400
      Issue No: Vol. 21, No. 2/3 (2021)
       
  • The Woke Disrupter

    • Authors: Jessica Donohue-Dioh, Jacqueline Wilson, Stephani-Nicole Leota
      Pages: 1045 - 1063
      Abstract: This article examines one of the most dangerous personifications of white supremacy, the Woke Vigilante - the “liberal do-gooder” and the social work profession’s role in their creation. White supremacy is frequently named to identify overt racism and discrimination by hate groups, ultra conservatives and increasingly throughout the government. There is another breed of white supremacy which lies beneath the surface and believes itself to be an ally, this is the Woke Vigilante. Unexamined social work education provides the right ingredients with the moral authority to turn white social workers into Woke Vigilantes. This conceptual article highlights the ways in which social work education currently addresses competencies of diversity and difference, as well as social justice. The authors then present a persuasive argument for white academic social workers to alter course and promote teaching and practice skills which incorporate social justice skills at all levels of practice, in other words social justice meta-practice skills. The danger of white supremacy when it is disguised as the Woke Vigilante may be best captured by Malcolm X when he spoke of the white liberals who disguise themselves as friends to the Black man only as a means to benefit their own self-interest without genuinely asking or listening to that which the Black community actually wants (X, 1963). Social work is all too familiar with the white liberal and must consider this a call to action, as well as a forewarning against further perpetuation of white hegemonic societal structures giving license to white do-gooders eager to go into Black communities and effect change.
      Authors present a resolve for white social workers to adopt the role of the Woke Disrupter.
      PubDate: 2021-09-23
      DOI: 10.18060/24164
      Issue No: Vol. 21, No. 2/3 (2021)
       
 
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