Intersectionality and Social Work: Omissions of Race, Class, and Sexuality in Graduate School Education. (2nd July 2016)

• Record Type: Journal Article
• Authors: Bubar, Roe; Cespedes, Karina; Bundy-Fazioli, Kimberly
• Is Part Of: Journal of social work education. Volume 52:Number 3(2016)
• Page Start: 283
• Page End: 296
• Publication Date: 2016-07-02
• Subjects: Social work education -- Periodicals; Social work education -- United States -- Periodicals; 361.305
• DOI: 10.1080/10437797.2016.1174636
• Languages: English
• ISSNs: 1043-7797

Abstract

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.