Historical Knowledge of Oppression and Racial Attitudes of Social Work Students

Autor/in	Davis, Ashley
Titel	Historical Knowledge of Oppression and Racial Attitudes of Social Work Students
Quelle	In: Journal of Social Work Education, 55 (2019) 1, S.160-175 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Davis, Ashley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
DOI	10.1080/10437797.2018.1498419
Schlagwörter	Racial Attitudes; Power Structure; Correlation; Racial Bias; Student Attitudes; Counselor Training; Masters Programs; Graduate Students; Social Work; Racial Differences; Social Justice; Knowledge Level; Age Differences; Competency Based Education; Civil Rights; United States History; African Americans; Minority Groups; Whites; Self Concept + Suchen Sie Ihr Suchwort? Rassenfrage; Korrelation; Racial discrimination; Rassismus; Schülerverhalten; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Soziale Arbeit; Rassenunterschied; Soziale Gerechtigkeit; Wissensbasis; Age; Difference; Age difference; Altersunterschied; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Bürgerrechte; Grundrechte; Zivilrecht; Afroamerikaner; Ethnische Minderheit; White; Weißer; Selbstkonzept
Abstract	Racism has a long history in the United States. For generations, people of color have been systematically oppressed, whereas White people have benefitted from unearned privilege. Despite major advances in civil rights, the ongoing presence and legacy of racism and White privilege result in pervasive inequities. Social work education prepares graduates to advocate for racial justice. The present study describes the historical knowledge of oppression that students (N=305) possess at the beginning of their MSW education and examines the relationship between this knowledge and the endorsement of a color-blind ideology. Students with more historical knowledge reported fewer color-blind beliefs; millennial generation students reported fewer color-blind beliefs than older students. Implications are discussed for race-conscious and competency-based social work education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01