"Social Work Is a Profession, Not an Ideology": A Qualitative Analysis of Student Perceptions of Social Justice Discussions in the Classroom. Issue 3 (27th May 2017)

• Record Type: Journal Article
• Authors: Hansford, Candace; Ely, Gretchen E.; Flaherty, Chris; Meyer-Adams, Nancy
• Is Part Of: Journal of teaching in social work. Volume 37:Issue 3(2017)
• Page Start: 199
• Page End: 217
• Publication Date: 2017-05-27
• Subjects: Classroom discussions -- perceived discrimination -- social justice -- social work education -- social work students; Social work education -- Periodicals; Social work education -- United States -- Periodicals; 361.32071
• DOI: 10.1080/08841233.2017.1311291
• Languages: English
• ISSNs: 0884-1233

Abstract

ABSTRACT: The purpose of this article is to describe student perceptions of their experiences around social justice discussions in the social work classroom through a qualitative, grounded theory framework. Student responses from a qualitative section of a survey were analyzed and sorted into three categories: perceived discrimination, heightened self-awareness/self-assessment, and future social work practice. Each of these categories was derived from comparable multiple themes stemming from the student responses. A conceptual model resulting from the analysis suggests that students who shared experiences of perceived discrimination during classroom discussions could develop an enhanced self-awareness, which would result in an added empathy for clients in their future social work practice. Suggestions for teaching strategies and directions for future research are also discussed.