“Social Work Is a Profession, Not an Ideology”: A Qualitative Analysis of Student Perceptions of Social Justice Discussions in the Classroom
- 21 April 2017
- journal article
- research article
- Published by Taylor & Francis Ltd in Journal of Teaching in Social Work
- Vol. 37 (3), 199-217
- https://doi.org/10.1080/08841233.2017.1311291
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.Keywords
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