Teaching to Transform? Addressing Race and Racism in the Teaching of Clinical Social Work Practice.

CORPORATE culture; INTERVIEWING; CASE studies; RACE; RACE relations; RACISM; SOCIAL services; SOCIAL work education; TEACHER-student relationships; QUALITATIVE research; PROFESSIONAL practice; DATA analysis; CLIENT relations; TEACHING methods; THEMATIC analysis; CULTURAL competence; COURSE evaluation (Education); COLLEGE teacher attitudes

Faculty members are key stakeholders to support social work students' learning about race and racism in practice and to promote the professional standards established by the field. This qualitative study examines how 15 clinical social work faculty members teaching advanced practice in the Northeast conceptualize and incorporate their understanding of race and racism in their teaching. An analysis of participants' responses to a case vignette suggests clinical social work faculty members view race primarily as an individual ethnic or cultural identity and lack conceptual, historical, and sociological knowledge about racism and its links to other forms of oppression. This study suggests that additional faculty development opportunities and institutional support are needed to encourage faculty efforts to address race and racism. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Social Work Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)