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ERIC Number: EJ1143002
Record Type: Journal
Publication Date: 2017
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0884-1233
EISSN: N/A
"Social Work Is a Profession, Not an Ideology": A Qualitative Analysis of Student Perceptions of Social Justice Discussions in the Classroom
Hansford, Candace; Ely, Gretchen E.; Flaherty, Chris; Meyer-Adams, Nancy
Journal of Teaching in Social Work, v37 n3 p199-217 2017
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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A