How colorist microaggressions have eluded social work: A literature reviewCrutchfield, Jandel; Webb, Sarah L.
doi: 10.1080/15313204.2017.1416321pmid: N/A
The social work profession has thoroughly engaged the concepts of racism and discrimination throughout history and now explores the growing concept of racial microaggressions in understanding the life experiences of minority communities. Even the burgeoning study of microaggressions, however, overlooks the impact of colorism as a microaggression. Through a literature review, the authors evaluate current literature viewing colorism through the framework of microaggressions and discuss the effects of colorist microaggressions on minority populations. The authors also offer an analysis of where the field of social work stands in addressing colorism and colorist microaggressions in education, practice, and scholarship. The final ten sources included in the study offer specific implications for social work research, education, and practice.
Child protection and cultural awareness: Simulation-based learningEgonsdotter, Gunilla; Bengtsson, Staffan; Israelsson, Magnus; Borell, Klas
doi: 10.1080/15313204.2018.1493013pmid: N/A
Social work educators have long struggled with the challenge of finding appropriate strategies for fostering cultural awareness among their students. The purpose of this study is to illustrate how a computer-based simulation, SimChild, can be used in teaching about child protection to enhance cultural awareness among students and expand their insight into how personal biases can affect professional practice. In SimChild, individual students can assume the role of social worker and then collectively discuss the patterns emerging after their individual assessments have been aggregated. This study, based primarily on focus group data, reflects testing conducted at three Swedish universities.
Perceptions of Success and Self-Sustainability Among Women Participating in an Entrepreneurial Skills Development and Empowerment Program Through PhotovoiceHarley, Dana; Grome, Sakina; Kim, Suk-Hee; McLendon, Tara; Hunn, Vanessa; Canfield, James; Rose, Theda; Wells, Anjanette
doi: 10.1080/15313204.2017.1344900pmid: N/A
Financial independence has been identified in the literature as a means of promoting women’s self-sufficiency and a key aspect of the concepts of success and self-efficacy. Few studies, however, have examined women’s perspectives of their needs and ability to meet those needs consistently over time. Furthermore, little is known about how women assign meaning to, perceive, and experience success or their ability to sustain their needs and the needs of their community. This study utilizes photovoice to explore perceptions of self-success and self-sustainability among women (N = 21) participating in a community-based entrepreneurial skills development and empowerment program.
Addressing academic aspirations, challenges, and barriers of indigenous and immigrant students in a postsecondary education settingShankar, Janki; Ip, Eugene; Khalema, Nene Ernest
doi: 10.1080/15313204.2017.1409675pmid: N/A
Canada ranks high among the Organization for Economic Cooperation and Development (OECD) countries in terms of advanced education with 66% of Canadians having completed some form of postsecondary education. Yet, students from indigenous and immigrant backgrounds face several psychosocial and institutional barriers that hinder their academic progress. The current study used a qualitative approach to examine the experiences and challenges faced by indigenous and immigrant learners who were enrolled in a postsecondary human services program in Western Canada. Findings suggest that despite 40 years of a multicultural approach to education these students continue to experience several barriers to continuing their study programs. The need for radicalizing teaching by using alternate critical decolonizing discourses and pedagogy is discussed.
Alternative to zero-tolerance policies and out-of-school suspensions: A multitiered centered perspectiveKyere, Eric; Joseph, Andrea; Wei, Kai
doi: 10.1080/15313204.2018.1528914pmid: N/A
Although zero-tolerance policies were created to foster safe school environments for student engagement and performance, the implementation of these policies has inadvertently resulted in the exclusion of millions of students through suspension and expulsion. Students of color, African-Americans in particular, disproportionately experience these exclusionary practices. This article examines the disproportionate negative effects of school discipline under the era of zero-tolerance policies. We first examine school discipline in a historical context. Second, we introduce and describe critical race theory and its relevance for understanding racialized school discipline. We conclude with implications for social workers to engage schools, African-American students, and their families, and advocate for school policies to create safe and equitable school environments that promote learning, in a culturally and racially responsive manner.