000			02085nam a22001577a 4500
999			_c523047 _d523047
008			230626b ||||| |||| 00| 0 eng d
100			_aGoode, Rachel W. et al _941999
245			_aPreparing social workers to confront social injustice and oppression: Evaluating the role of social work education
260			_aSocial Work: A Journal of the National Association of Social Workers
300			_a66(1), Jan, 2021: p.39-48
520			_aSince the presidential election of 2016, bias-related incidents, hate-filled rhetoric, and extremist violence have been increasing in the United States. Because social workers are often working with individuals and communities affected by these incidents, practitioners may have increasing responsibility to confront social injustice and oppression. However, limited evidence on the preparedness of social workers to assume this responsibility, particularly among those who are still students, exists. To address this gap, this study used focus group and survey data from the Diversity and Oppression Scale to explore the preparedness of MSW students (N = 22) to confront oppression. Six themes were identified as integral to student experiences in their programs: (1) social worker responsibility to confront oppression, (2) use of dominant group discourse on oppression, (3) variation in faculty preparation and comfort, (4) a focus on knowledge of oppression versus skills and process, (5) role of personal responsibility and experience in student preparation, and (6) strategies to increase student preparedness to confront oppression. Factors identified to enhance students’ level of preparedness include faculty opportunities for development, changes to the explicit and implicit curriculum, and creating a formalized way to integrate topics on oppression and diversity into all facets of the curriculum. – Reproduced
650			_aAdvocacy, Oppression, Social injustice, Social work education. _939107
773			_aSocial Work: A Journal of the National Association of Social Workers
906			_aSOCIAL WORK
942			_cAR