Intersectionality and Social Work: Omissions of Race, Class, and Sexuality in Graduate School Education

Autor/inn/en	Bubar, Roe; Cespedes, Karina; Bundy-Fazioli, Kimberly
Titel	Intersectionality and Social Work: Omissions of Race, Class, and Sexuality in Graduate School Education
Quelle	In: Journal of Social Work Education, 52 (2016) 3, S.283-296 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
Schlagwörter	Social Work; Gender Differences; Counselor Role; Qualitative Research; Personal Narratives; Assignments; Race; Social Class; Power Structure; Feminism; Grounded Theory; Standards; Accreditation (Institutions); Counselor Training; Cultural Pluralism; Graduate Students; Student Attitudes; Masters Programs + Suchen Sie Ihr Suchwort? Soziale Arbeit; Geschlechterkonflikt; Qualitative Forschung; Erlebniserzählung; Assignment; Auftrag; Zuweisung; Rasse; Abstammung; Social classes; Soziale Klasse; Feminismus; Standard; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Kulturpluralismus; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Magister course; Magisterstudiengang
Abstract	In 2008 EPAS Standards on "Engaging Diversity and Difference in Practice" (2.1.4) added intersectionality (a theory developed by feminist of color) as one aspect to understand diversity, difference, and power in social work curriculum. We consider how intersectionality is omitted in graduate student learning even when class assignments center discussions and theorizations on power. This qualitative study explores student narratives and corresponding metaphorical drawings on power within an assignment charting their role as social workers. The research emerges from data where authors noted omissions of race, class, and sexuality in discussions on professional power. This inquiry is guided by critical feminisms. Constant comparative methods were used in this study and two themes emerged: policing resources and a pretense of harmlessness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01