Dorothy Van Soest

Impact of Social Work Education on Student Attitudes and Behavior Concerning Oppression.

This study, involving 222 MSW students from two universities, examined the impact of a fall 1993 course on societal oppression. Pre- and post-tests designed to measure belief in a just world and commitment to social justice were administered to two comparison groups before and after the course was offered; the post-test was also given to two other comparison groups. Results showed that students tended to accept the just world ideology, and acceptance increased for students who took the oppression course; self-reported advocacy behaviors also increased somewhat, though unevenly; and students who believed in a just world and engaged in fewer advocacy behaviors experienced more distress when confronted with evidence of injustice. Possible reasons for both expected and unexpected findings are explored, as are the implications for social work education.

Changing Perceptions of Diversity and Oppression: MSW Students Discuss the Effects of a Required Course

Meeting the Council on Social Work Educations standards related to diversity content poses unique demands for faculty, who may encounter student resistance and heightened classroom emotions. This article reports on data gathered from the self-reports of 43 MSWstudents enrolled in a required course on diversity and oppression in the fall 1994 semester. The authors analyze barriers to student learning about the effects of social identity and discrimination, and make recommendations for curriculum development and classroom teaching.

Using an Interactive Website to Educate About Cultural Diversity and Societal Oppression

This article discusses challenges that educators face in attempting to develop culturally competent social workers who understand the dynamics of oppression and embrace a commitment to promoting social justice. An educational model is described, focusing on the use of an interactive Web forum aimed at providing a safe vehicle for student dialogue. Usage patterns of the website are summarized and data from student evaluations are analyzed. The authors provide recommendations based on evaluating the use of computer technology to meet the challenges inherent in teaching and learning processes related to combining cultural diversity and societal oppression content.

The Influence of Competing Ideologies about Homosexuality on Nondiscrimination Policy: Implications for Social Work Education

Abstract As the profession most committed to serving oppressed groups in our society, social work can play a significant role in helping lesbians and gay men achieve greater social acceptance, civil rights, and effective social services. Although formal social work policies prohibit discrimination and seek to eliminate oppression based on sexual orientation, opposing ideologies about homosexuality within society and social work result in contradictory standards and inadequate results. This article analyzes the Council on Social Work Educations nondiscrimination standards and illustrates how submerged conflict between competing ideologies can result in irrational policy development and implementation. Key issues and questions are suggested for open debate and potential resolutions are presented.

Facilitating Learning on Diversity: Challenges to the Professor.

Abstract This article focuses on faculty responses to critical classroom incidents related to race and the importance of faculty being sensitive to issues of racism in order to effectively handle such situations. Data from a national study of 304 graduate and undergraduate level social work faculty are presented. Discussion addresses teaching challenges and approaches for addressing issues of diversity, oppression, and difference when they trigger student conflict and strained classroom interaction.

What social workers can do about violence: learnings from the lives of 37 men

Abstract Descriptive results of a study of the lives of 37 men who were executed for capital murder reveal the complex and multi-varied problem of violence at individual, institutional, and societal levels. The role of social workers is discussed in relation to prevention of violent crime rather than focusing on punishment. The study provides support for an anti-death penalty policy stance by the social work profession.

Relevance of Gandhi to a peaceful and just world society: Lessons for social work practice and education

Abstract This paper examines the relevance of Gandhian philosophy and praxis to deal with peace, development, and social justice. Five core concepts of Gandhian Praxis are examined: 1) Satyagraha (adherence to truth); 2) Ahimsa (nonviolence or love); 3) Swadeshi (self-reliance); 4) Bread-labor (with the sweat of thy brow thou shalt eat thy bread); and 5) Equality. From a Gandhian perspective, social work is a well-chosen profession. This paper proposes a professional peace consciousness for social work, based on Gandhian principles, to deal with violence, oppression, and exploitation. Implications for social work practice on micro, meso, and macro levels are presented. Implications for social work education include recommended curriculum goals and objectives and suggestions for the foundation areas of human behavior in the social environment, multilevel social work practice, and policy.