1. business and industrial
2. business operations
3. business plans

University of Minnesota School of Social Work
Syllabus
SW 8821-Social Work & Difference, Diversity and Privilege
PART I: COURSE INFORMATION
SW 8821-Social Work & Difference, Diversity & Privilege
2 credits
Faculty Contact:
Name:
Email:
Phone:
Office Location:
Short Description:
Develops essential knowledge, awareness, and skills to support culturally competent social work
practice.
Long Description:
An understanding of diversity and difference, power and privilege, and oppression--as well as an
understanding of one's self within these systems--is an essential foundation for culturally
competent social work practice. Thus, this course is designed to teach students (a) about the
systems which maintain differential access to power and privilege at the expense of
marginalized others, (b) skills for understanding and interrogating their own multiple social
identities (i.e., social locations), (c) knowledge and skills for competent social work practice
taking into account student and client social locations, and (d) strategies for interrupting
systems of oppression and other ways to work for the core social work value of social justice.
Major course topics include: bias and xenophobia (including the students’ own); systems of power
and privilege, historically oppressed groups and the shifting landscape of marginalization; practice
theories (e.g., ally models); practice techniques for advanced social work practice across difference
(e.g., ethnographic techniques); and strategies for addressing injustice in the context of advanced
social work practice. The themes of deconstructing systems of oppression, cultural wellness,
intersectionality and practice strategies are infused through the course.
Pre-requisites:
1. This is an advanced social work class, and the material presented in this class is at an advanced
level. Social Work students enrolled in this course should have completed the foundation classes
listed below, or have advanced standing status.
SW 5051 - Human Behavior and the Social Environment
SW 5801 - Policies and Programs in American Social Welfare
SW 8151 - Social Work Practice Methods: Individuals and Systems
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SW 8152 - Social Work Practice Methods: Families and Groups
SW 8153 - Models of Community Intervention
SW 8841 - Social Work Research Methods
2. If you are not a Social Work student, you need permission of the instructor
Clinical Licensure Hours:
This course contains some clinical content, as required by the Minnesota Board of Social Work
for eligibility for the Licensed Independent Clinical Social Worker (LICSW). The number of hours
in each required category is listed below:
Area
Hours
Differential Assessment Clinical
Evaluation
Diagnosis
based
Intervention methodologies
treatment
Methods
planning
0
0
8
0
SW
values
and
ethics
7
Culturally
Other
specific
areas
clinical
assessment
15
0
PART II: COURSE OUTCOMES
Course Objectives
The overarching objective of this class is to move from basic self-awareness to critical consciousness,
from practice skill and assessment to intervention and social action in addressing diversity difference
privilege and oppression.
Upon completion of this course, students will:
•
Develop an understanding of ALLY relationships that can be used as a framework within which
one can work across difference with clients and communities.
•
Deepen their understanding of their personal social and cultural identities and how they relate
to clients of similar and different social locations.
•
Consciously recognize and attempt to reconcile dilemmas arising from potential conflicts
between social work professional ethics and particular cultural values, beliefs, and practices.
•
Understand and articulate concepts of culture, identity, privilege, ally behaviors, oppression,
social justice, and “differentness” and integrate these concepts into their practice framework
(micro or macro). Understand how these concepts operate in a global context and relate to
human rights.
•
Gain skills in having honest conversations about the intersection of social work practice and
race, class, gender, ability, sexuality, gender, difference, oppression and privilege.
•
Apply knowledge of culturally-based value systems and ideologies that influence behavior when
planning and implementing policy, service delivery systems, programs, or intervention
strategies.
•
Utilize skills to combat social injustice, which is necessary for competent practice in diverse
communities, including self-reflection, self-assessment, and consultation, and use these skills to
understand and build ally relationships.
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•
Apply theories of oppression (social injustice) to assess the impact of systemic/institutionalized
oppression on clients, develop culturally congruent services to reduce its negative effects, and
empower client to challenge existing oppressive conditions by intervening at multiple systems
levels.
•
Apply theories of oppression to assess the impact of systemic/institutionalized oppression on
clients, develop culturally congruent services to reduce its negative effects, and empower client
to challenge existing oppressive conditions by intervening at multiple systems levels.
•
Develop a level of understanding about social justice and its connection to privilege, power,
oppression.
•
Utilize skills to combat social injustice, which is necessary for competent practice in diverse
communities, including self-reflection, self-assessment, and consultation.
Social Work Practice Competencies
Successful completion of this concentration course implies that the student has achieved competency in
the following advanced practice behaviors:
EP 2.1.4 Engage diversity and difference in practice
Social workers understand how diversity characterizes and shapes the human experience and is critical to the
formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors
including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration
status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as a
consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and
alienation as well as privilege, power, and acclaim. Social workers:
Covered in class through (i.e.,
Practice Behavior
Assessed
activity, reading, content)
Content and readings for
-Ally Project
• Engage in practice that challenges
sessions:
-Dyadic
the systems of privilege and
1,2,4, 5, 6,7, 9, 10, 11,12,
presentation
oppression by utilizing the culturally
relevant assessments and
interventions specific to the context of
their area of practice
EP 2.1.5 – Advance human rights and social and economic justice
Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an
adequate standard of living, health care, and education. Social workers recognize the global interconnections of
oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights.
Social work incorporates social justice practices in organizations, institutions, and society to ensure that these
basic human rights are distributed equitably and without prejudice. Social workers:
Covered in class through (i.e.,
Practice Behaviors
Assessed
activity, reading, content)
Content and readings for
-Ally Project
• Gain a full comprehension about
sessions:
-Action Project
disparities and their development,
1, 2, 3, 4, 5, 6, 7, 9, 10, 11,12,
-Dyadic presentations
contribute to knowledge about
14
institutional barriers to equality and
apply concentration-appropriate
strategies to advance social and
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economic justice.
PART III: COURSE REQUIREMENTS
Required Reading Materials
Textbook(s)
Anderson, S.K. & Middleton, V.A. (Eds.) (2011). Explorations in Diversity: Examining Privilege and
Oppression in a Multicultural Society (2nd Ed.). Belmont, CA: Brooks/Cole. (ISBN-13: 9780840032157)
Journal Articles & Other Readings
Required and optional readings will be available via the course page on Moodle (see course
outline for specific reading assignments). Once Moodle is functional, you will be responsible for
locating, printing, and reading all required materials posted there, so be sure to check the site
regularly.
Assignments
Overview and Grading Structure for Semester Assignments
Assignment
Due Dates*
Percent of Final Grade
Class
participation
Ongoing
5
Dyadic/paired
Class copresentation
See sessions for names according to assigned dates
and issues and Attachments A and B
30
Ally Project
•
•
•
•
Part 1
Journal entry #1
Journal entry #2
Journal entry #3
20 pts. total
11
3
3
3
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Action Project
35 pts. total
•
•
•
•
•
Proposal draft
Proposal
Documentation of group process
Presentations in class during week 15
Papers due by noon on [date]
s/ns
5
5
10
15
1. Attendance & Class Participation
This course is based on the premise that understanding and grappling with diversity issues
begins with self-reflection and mutual learning from one another. Such learning requires that
students attend all class sessions. Constructive participation is both a right and a responsibility
of each student. Therefore, class participation will be evaluated by:
• Class attendance
• Contributions of comments and questions in class
• Participation in dialogues with others in small and large group activities in class and online
2. Dyadic/paired Class co-presentation
Each student has been paired with a peer to collaborate and co-present in class on an aspect of
the topic for that session. The specify issue related to the topic, assigned date, and identity of copresenters are listed under “Course sessions and Reading Assignments” on the syllabus. Each
student’s duties entail:
1. Becoming familiar with the topic of the session by conducting a search of the literature.
Discuss your results with your co-presenter. Select the most pertinent article to read and
summarize in five - nine bullet points.
2. Preparing a handout of your summary (#1) including one example of an ally behavior that
MSW students could practice or adopt in Peters Hall or at their internship/work setting.
3. Format your handout in the following manner: (a) have two pages or less, and (b) put your
names, date of presentation, and information about the article (title, author, and year of
publication) at the top of the first page.
4. Collaborating with co-presenter to plan the class presentation. After each student has
developed his/her summary, discuss how the articles intersect and plan for the presentation
including structuring an experiential activity that will assist the class to understand content
of your presentation.
5. Emailing your handout and activity to me by noon on the Wednesday prior to the session in
which you are presenting Each student should email her/his handout. The activity ought to
be in a separate document.
6. Presentations by the pair will be include a brief summary of the individual article by each
student, the facilitation of the experiential activity, and time for discussion,
questions/answers/comments
7. The entire presentation from start to finish should last between 20-25 minutes with the
majority of the time being devoted to the activity
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Grading criteria: See next page.
Grading process: You are to self-assess your performance using the scoring sheet on the next
page (Attachment B). Pairs are asked to collaborate and provide one “voice” thus any
disagreement must be reconcile before submitting the sheet (I’m available for a discussion Prior
to submission of the sheet only). Place the sheet in my mailbox by the end of the following
class (if beyond this period, the assignment will be considered late and incur a penalty—see late
assignments under course policies). I will review your assessment, provide feedback, and assess
a final score. The sheet will be returned to you on session 13 (last class).
3. Ally Project
This is a two part assignment, with two due dates.
Part I:
All of us, as we have discussed, have dimensions of our identities around which we are
privileged, and dimensions of our identities around which we are oppressed. Start by speaking
to these identities as they apply to your life and developing social work practice. Then, using
conceptions of ally development and behavior provided by Edwards (Edwards, K.E. (2006).
Aspiring Social Justice Ally Identity Development: A Conceptual Model. NAPSA Journal43(4), 3960) and Waters (Waters, R. (2010). Understanding Allyhood as a Developmental Process. About
Campus 15(5), 2-8) as jumping off points, write 3-4 double-spaced pages (excluding cover page
and references) analyzing the state of your own status and development as an ally, as this
concept intersects with your life and your development as a social worker in the type of practice
you envision for yourself. Using these sources, or others you find related to the topic (it is
expected that you use at least two references besides the ones listed here. Discuss ally
attributes you have or are currently working to achieve, as well as ones you find particularly
challenging. Use an example from field or past social work practice to illustrate a challenge to
acting as an ally in practice, and how you have worked to address that challenge. Address
barriers in your life and practice to acting as an ally (e.g. fear, internalized racism or bigotry, lack
of skill, courage or institutional support). Writing honestly about your struggles or incapacity
thus far in your practice will not reduce your grade in this assignment.
Thus, all of us need to be allies, and all of us need allies. Students who approach this assignment
from the point of view of identifying members of historically targeted groups, who may be
working for the liberation of your OWN community, are directed to Waters’ assertion that “
‘acts of allyhood’ maybe exhibited by both target- and agent-identified students”. You may also
speak to the challenges of working with people from outside your community who seek to
engage with you as allies, and the struggles involved.
Finally, describe one concrete action you plan to take to further your process of becoming an
ally, DURING THIS SEMESTER. including a timetable for doing so, and details as to how you plan
to hold your own “feet to the fire” (or elicit the help of colleagues or your OWN allies) in
accomplishing it.
The point of this paper is not to be self-congratulatory. We are all on a path towards becoming
good allies, and we all have a lot further to go. Neither is it intended to be self-flagellating. You
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are asked to honestly evaluate where you are, what you struggle with, and what you commit
yourself to doing.
Part II:
This section comprises an online journal (to be completed on the Moodle site) describing your
completion of the action you committed yourself to in part one. There will be 3 dated entries
that detail both the course of events as you worked through your plan, and your reflections,
based on what you wrote in part I, on how this experience impacts the development of your
perspectives on functioning as an ally.
Grading criteria.
You will be graded on your ability to (a) provide the content requested, (b) link pertinent ally
concepts to the content requested, (c) use of the literature concerning ally concepts and
behaviors , and (d) present your ideas clearly.
4. Action Project
(Adapted from Zúñiga & Shlasko)
This assignment is designed to help students work collectively to make a practical link between
course content and practice-related social action outside the classroom. The parameters of this
assignment are intentionally broad to allow you to select a social change/justice issue that is
most compelling to you and your fellow group members. For this project, you will work
collaboratively with a group of (presumably) diverse peers to plan, implement, and evaluate an
Action Project to educate/challenge yourselves and/or others around issues related to your
diversity/social justice topic.
This semester-long project has several parts:
1. Develop your Action Project proposal
•
Select an issue that is relevant to the course topics & that the members of your action
project group care about; Identify goals/objectives and describe what “next steps” you
will be taking in terms of addressing/creating change around this issue
2. Document your group process
•
Take notes/minutes at each of your group meetings and post these to your private
group space on Moodle
3. Implement your plan
•
(Will vary by group based on the plan proposed)
4. Evaluate your plan and reflect on the planning, implementation & evaluation process
•
This is done individually and as a group
5. Present your Action Project evaluation to the class
•
Overview of your project, what you learned from it (individually and as group), & your
assessment of its effectiveness (or success, as you perceive it)
6. Submit a written final analysis of your Action Project
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•
This is to be written collaboratively with participation from all group members
General Instructions:
During the first two weeks of the course, find 2-3* other students with whom you share
common interests in a diversity/social justice issue and with whom you believe you can work
effectively. You will have two opportunities to meet briefly as a group in class to begin
formulating your topic and your potential action plan; the instructor will be available to answer
questions and assist with the initial development of your topic. You may also meet with the
instructor during office hours (individually or as a group) to discuss your action projects as they
develop. A handout with detailed instructions, project time line, and grading criteria will be
distributed in class during Week 2.
On-line Sessions:
During weeks 8 and 13, class will be held via on-line sessions. In these on-line activities, students
will have opportunities to “dig deeper” into the material covered thus far, exploring intersectionality,
making connections, internalizing the material and exploring further, together and individually, how we
incorporate what we are learning into our developing social work practice. The nature of these activities,
including reading and other preparation for them, will be discussed in class prior to the on-line session
dates.
Course Grading Scale
A = 95 +
A- = 90-94
B+ = 87-89
B = 84-86
B- = 80-83
C+ = 77-79
C = 74-76
C- = 70-73
D+ = 67-69
D = 64-66
Note: To complete the course successfully all students must complete and receive a passing
grade for each assignment.
Course Policies
There are many University and School of Social Work policies that govern this course. Please go
to http://www.cehd.umn.edu/ssw/Documents/SSWCoursePolicies.pdf to see a complete
description of all the policies.
PART IV: COURSE CONTENT
Session 1: Orientation, beginning, laying groundwork
Topics:
Introduction to course, students, and instructor
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Overview of texts and assignments
Social work’s relationship to diversity and internal and external oppression
Social construction of difference
Required Readings:
McKee, M (2003). Excavating our Frames of Mind: the Key to Dialogue and Collaboration. Social
Work 48 (3), 401http://search.ebscohost.com/login.aspx?direct=true&db=keh&AN=11844359&site=ehost-live
In Adams, et. al.- Tatum, B.D. The Complexity of identity: “Who Am I” pp. 1-14
Recommended Readings:
Lee, M.Y. & Greene, G. J. (2003). A teaching framework for transformative multicultural social
work education. Journal of Ethnic & Cultural Diversity in Social Work, 12(3), 1-28.
Comerfold, S.A. (2003). Enriching classroom learning about diversity: Support and strategies
form qualitative study. Journal of Social Work Education, 23(3/4), 159-183.
Garcia, B. & Van Soest, D. (1997). Changing perceptions of diversity and oppression: MSW
students discuss the effects of a required course. Journal of Social Work Education, 33(1), 119130.
Session 2: Context and approaches to working across difference
Topics:
Social justice: Oppression and privilege
Social identity
Ally Model
Required Readings:
In Adams, et.al.Anzaldua, G.E.- Allies pp.475-477
In Anderson & Middleton:
-MacPhee, D. Yess, I see you’re committed to the cause…But where’s your credibility,
and whay that angst?. Pp. 257-263
-Tuason, T- Deprivations and privileges we all have. Pp. 205-211
Edwards, K.E. (2006). Aspiring Social Justice Ally Identity Development: A Conceptual Model.
NAPSA Journal43(4), 39-60
http://journals.naspa.org/cgi/viewcontent.cgi?article=1722&context=jsarp
Waters, R. (2010). Understanding Allyhood as a Developmental Process. About Campus 15(5), 28. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=57416928&site=ehost-live
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Recommended Readings:
Finn, JL.; Jacobson, M (2003) Just Practice: Steps Toward a New Social Work Paradigm. Journal of
Social Work Education (39)1, 57-78
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=10710292&site=ehost-live
Parker, L. (2003). A social justice model for clinical social work practice. Affilia-Journal of Women
and Social Work, 18(3), 272-288. http://aff.sagepub.com/cgi/reprint/18/3/272
Brocato, J., & Wagner, E. F. (2003). Harm reduction: A Social Work Practice Model and Social
Justice agenda. Health & Social Work, 28(2), 117-125.
McCold, P. (2004). Paradigm Muddle: The Threat to Restorative Justice Posed by its Merger with
Community Justice, Contemporary Justice Review, 7(1), 13-35.
Western Washington University. Prevention & Wellness Services. Retrieved August 17, 2005,
from www.wwu.edu/chw/preventionandwellness/allypages/socialjustice.html
Watts, R.J., Williams, N.C., & Jagers, R. J. (2003). Sociopolitical development, American Journal of
Community Psychology, 31(1-2), 185-194
Identity development: Ethnic and White
Session 3: Theoretical Frameworks
Topics:
Cultural concepts: Social identity, Standpoint, intersectionality,
Deconstructing “cultural competence” in social work
Xenophobia
Required Readings:
McEnvoy, C.J. (2002) A Consideration of Human Xenophobia and Ethnocentrism from a
Sociobiological Perspective. Human Rights Review, 3(3) 39-50
http://search.ebscohost.com/login.aspx?direct=true&db=a2h&AN=7186737&site=ehost-live
Yan, M. C., & Wong, Y.L., (2005). Rethinking self-awareness in cultural competence:
Toward a dialogic self in cross-cultural social work, Families in Society, 86(2), 181-188.
http://www.familiesinsociety.org.floyd.lib.umn.edu/Show.asp?docid=2453
Dean, R.G. (2001). The myths of cross-cultural competence. Families in Society, 82(6),
623-630 - http://www.familiesinsociety.org/Show.asp?override=true&docid=151
In Adams, et. al.- Wildman, S.M. & Davis, A.D.- Language and Silence: Making Systems of
Privilege Visible pp. 50-60.
Recommended Readings:
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Appleby, G. A., Colon, E., & Hamilton, J. (2001). Diversity, oppression, and social functioning :
person in-environment assessment and intervention. Boston: Allyn and Bacon. (Chapter 3. Ethnic
Identity Development).
Okun, B. F., Fried, J., & Okun, M. L. (1999). Understanding diversity : a learning-as-practice
primer. Pacific Grove: Brooks/Cole Pub. Co.
NASW (2001). “Standards for cultural competence in social work practice.”
Washington, DC: NASW Press.
http://www.socialworkers.org/sections/credentials/cultural_comp.asp Sue, D. W. (2006). Multicultural social work practice. Hoboken, N.J.: John Wiley. (Chapter 5 &
Chapter 6).
Schmitz, C.L., Stakeman, C., & Sisneros, J. (2001). Educating professional for practice in
a multicultural society: Understanding oppression and valuing diversity. Families
in Society. Retrieved June 14, 2005 from
http://www.familiesinsociety.org/Show.asp?docid=3516
Session 4: Systems of Oppression and Oppression based on sex & gender
Due: Ally Assignment – Part 1
Required Readings:
In Adams, et. al.
- Bem, S.L.: The Conundrum of Difference pp.228-232;
In Anderson & Middleton-Foster, D.M.: Supposed to know better: On accepting privilege pp. 25-31
-Middleton, V.A., Baning, J.H., Anderson, S.K. & Paguyo, C. The journey to understanding
privilege. Pp. 131-136.
Hill Collins, Patricia. "Defining Black Feminist Thought". In: Collins, Patricia Hill, Black Feminist
Thought: Knowledge, Consciousness, and the Politics of Empowerment. (New York: Routledge,
1990), p. 19-40. Downloaded 8/12/08 from
http://www.feministezine.com/feminist/modern/Defining-Black-Feminist-Thought.html
-“About Us”, “Our Philosophy”, “Our Models” (2008). Retrieved July 29th, 2009, from Phillips
Powderhorn Cultural Wellness Center web Site: :http://www.ppcwc.org . 287
http://qsw.sagepub.com/cgi/reprint/2/3/271
Recommended Readings:
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Slevin, K. (2005). Intergenerational and community responsibility: Race uplift work in the
retirement activities of professional African American women, Journal of Aging Studies, 19, 309326.
Abrams, L. S. (2003) Contextual variations in young women’s gender identity negotiations.
Psychology of Women Quarterly, 27(1), 64-74.
Chouinard, V. (2009). Placing the 'mad woman': troubling cultural representations of being a
woman with mental illness in Girl Interrupted. Social & Cultural Geography, 10(7), 791-804.
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=44281992&site=ehost-live
Coleman, E.G. (2008). The Politics of Rationality: Psychiatric Survivors Challenge to Psychiatry. In
da Costa, B & Philip, K. (eds.) Tactical Biopolitics: Art, Activism and Technoscience. Cambridge,
MA: MIT Press. Retrieved 8/22/11 from
http://theicarusproject.net/files/ColemanPsychiatricSurvivorsTacticalBiopolitics.pdf
Session 5: Oppression based on race, multiracial identity, and ethnic identity
Due: Ally Assignment – Journal Entry #1
Required Readings:
In Adams, et.al.-Young, I.M.- Five Faces of Oppression pp. 35-49
-Root, M.P.P.- A Bill of Rights for Racially Mixed People
In Anderson & Middleton-Deines, H.G.-“ Who, me? White?" The process of acknowledging
and challenging racial privilege. pp. 149-155.
Sue, D.W., Capodilupo, C.M., Torino, G.C., Bucceri, J.M., Holder, A.M., Nadal, K.L., & Esquilin, M.
(2007). Racial microaggressions in everyday life: Implications for clinical practice. The American
Psychologist, 62(4), 271-286 http://psycnet.apa.org/index.cfm?fa=main.showContent&id=200707130-001&view=fulltext&format=pdf
Leary, J.D. (2009). Post Traumatic Slave Syndrome. Retrieved August 24th, 2009 from
http://www.joydegruy.com/ptss/index.html
Note: The following reading is required only if you have never read it before!:
McIntosh, P. (1990). White privilege: Unpacking the invisible knapsack. Independent School,
49(2), 31.
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=9604164115&site=ehost-live
Recommended Readings:
Page 12 of 21
Choi, Y, Harachi, T. W., Gillmore, M.R., Catalano, R. (2006). Are multiracial adolescents at greater
risk? Comparisons of rates, patterns, and correlates of substances use and violence between
Monoracial and multiracial adolescents. American Journal of Orthopsychiatry, 76, 1 ( 86-97).
Latino. Wikipedia, the Free Encyclopedia. Retrieved on July 6, 2006 from
http://en.wikipedia.org/wiki/Latino
Manning M.C., Cornelius, L.J., Okundaye, J.N. (2004). Empowering African Americans
through social work practice: Integrating an Afrocentric perspective, ego psychology, and
spirituality Families in Society, 85(2), 225-231
Native Americans. Wikipedia, the Free Encyclopedia. Retrieved on July 6, 2006 from
http://en.wikipedia.org/wiki/Native_American
Race (2006). Wikipedia, the Free Encyclopedia. Retrieved on July 5, 2006 from
http://en.Wikipedia.org/wiki/Race
Sue, D.W. (2006). Multicultural Social Work Practice. Hoboken, NJ: John Wiley & Sons
Wijeyesinghe, L., Griffin, P., & Love, B. (1997). Racism: Curriculum design. In M. Adams, L.A. Bell,
& P. Griffin (Eds.) Teaching for diversity and social justice: A source book. New York: Routledge
Yellow Bird, M. (2001). Critical values and First Nations peoples. In R. Fong & B.C. L. Furuto
(Eds.) Culturally competent practice (pp. 41-74). Boston: Allyn & Bacon
Yellow Horse Brave Hear, M., & Chase, J. (2005). Social work practice with First Nations peoples.
In D. Lum (Ed.) Cultural competence practice stages, and clients systems (pp. 32-55). Belmont,
CA: Brooks Cole.
Session 6: Oppression of New Americans and Immigrants
Due: Ally Assignment – Journal Entry #2
Required Readings:
Donnelly, T., Hwang, J., Este, D., Ewashen, C., Adair, C., & Clinton, M. (2011). If I Was Going to
Kill Myself, I Wouldn't Be Calling You. I am Asking for Help: Challenges Influencing Immigrant
and Refugee Women's Mental Health. Issues in Mental Health Nursing, 32(5), 279-290.
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=60621032&site=ehost-live
Kumashiro, K. K. (1999). Supplementing normalcy and otherness: queer Asian American men
reflect on stereotypes, identity, and oppression. International Journal of Qualitative Studies in
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Education (QSE), 12(5), 491-508.
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=4452021&site=ehost-live
In Adams, et. al.:
- Cooper, C. The Heartland’s raw Deal: How Meatpacking is Creating a New Immigrant
Underclass, pp. 99-104
In Anderson & Middleton:
-Gonzalez, G. Acculturation and identity: Intra-ethnic distinctions among Mexican
Americans. pp. 192.
Recommended Readings:
Stritikus, T. & Garcia, E. (2005). Revisiting the bilingual debate from the perspectives of parents:
Policy, practice, and matches or mismatches, Educational Policy, 19(5), 729-744.
Fellin, P. & Erera, P. (1997). Should facilitating acculturation be a goal in working with immigrant
populations? In Diane deAnda (Ed.) Controversial Issues in Multiculturalism (pp. 212- 224)
Boston: Allyn and Bacon.
Sellers, S., Ward, E.C., & Pate, D. (2006). Dimensions of Depression: A qualitative study of
wellbeing among Black African immigrant women, Qualitative Social Work, 5(1), 45-66.
http://qsw.sagepub.com/cgi/reprint/5/1/45
Xioing, M. (1998). An unforgettable journey. In G. Kirk and M. Okazawa-Rey (Eds.) Women’s
Lives: Multicultural Perspectives (pp. 97-102). Mountain View, CA: Mayfield.
Treas, J., & Mazumidar, S. (2004) Kinkeeping and Caregiving: Contributions of Older People in
Immigrant Families, Journal of Comparative Family Studies, 35 (1), 105-22.
George, D., & Yancey, G. (2004). Taking stock of America’s Attitudes on cultural diversity: An
analysis of public deliberation on multiculturalism, assimilation and intermarriage, Journal of
Comparative Family Studies, 35(1), 1-19.
Session 7: Oppression of older adults
Due:
Ally Assignment – Journal Entry #3
Action Project – Proposal Draft
Required Readings:
Weiss, I. (2005). Interest in working with the elderly: A cross-national study of graduating social
work students. Journal of Social Work Education, 41(3), 379-391.
http://web.ebscohost.com/ehost/pdf?vid=8&hid=9&sid=476a3993-a016-4b14-a431f5103e31530c%40SRCSM1
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Pentz, M. (2005). Resilience among older adults with cancer and the importance of social
support and spirituality-faith: “I don’t have time to die.” Journal of Gerontological Social Work,
44, (3/4), 3-22. http://www.haworthpress.com/store/EText/View_EText.asp?sid=3B7L8CT4P3G79MRL0EH4Q3G0KL5F9E16&a=3&s=J083&v=44&i=3%2
F4&fn=J083v44n03%5F02
In Anderson & Middleton:
Peila-Shuster, J.J. Ageism: The ‘-ism” we will all face one day. pp. 165-170.
Recommended Readings:
Treas, J., & Mazumidar, S. (2004) Kin-keeping and Caregiving: Contributions of Older People in
Immigrant Families, Journal of Comparative Family Studies, 35 (1), 105-22
Quinn, A. (2000). Reluctant learners: Social work students and work with older people, Research
on Post-Compulsory Education, 5(2), 223-237.
Session 8: Online Session #1
“Digging Deeper”
Session 9: Oppression of Gay, lesbian, bisexual and transgender issues and Identities
Required Readings:
In Adams, et.al.:
- Blumenfeld, W.J. How Homophobia Hurts Everyone, pp. 267-275
- Bornstein, K., Which Outlaws? Or, “Who Was That Masked Man?”, pp. 220-228
In Anderson & Middleton:
-Sommer, S.S., Weatherman, S.M. & Cox, D. L. Reflections on heterosexual privilege. pp
65-72.
“Head ladies center for teacup chain”- Exploring cisgender privilege in a (predominantly)
gay male context. pp. 81-93
Recommended Readings:
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Bergh, N., & Crisp, C. (2004). Defining culturally competent practice with sexual minorities:
Implications for social work education and practice. Journal of Social Work Education, 40(2),
221-38.
Horn, S. S. (2007). Adolescents’ Acceptance of Same-Sex Peers Based on Sexual Orientation and
Gender Expression. Journal of Youth & Adolescence, 36(3), 363-371.
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=24462957&site=ehost-live
McFarland, P. L., & Sanders, S. (2003). A pilot study about the needs of older gays and lesbians:
what social workers need to know. Journal of Gerontological Social Work, 40(3): 67-80.
Minter, S. (1999). Diagnosis and treatment of gender identity disorder in children and
adolescents. In M. Rottnek (ed.), Sissies and Tomboys: Gender Nonconformity and Homosexual
Childhood (pp.9-33). New York: NYU Press.
Ryan, S. D., Pearlmutter, S., & Groza, V. (2004). Coming out of the closet: Opening agencies to
gay and lesbian adoptive parents. Social Work, 49(1), 85-95.
Bornstein, K (1998) My Gender Workbook. New York: Routledge
Session 10: Ability-based and mental health oppression
Due: Action Project - Final Proposal
Required Readings:
Taub, D.E., McLorg, P.A., & Fanflif, P.L. (2003) Stigma management strategies among women
with physical disabilities: Contrasting approaches of downplaying or claiming a disability status,
Deviant Behavior, 25, 169-190.
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=12275786&site=ehost-live
In Adams, et.al.:
- Fine, M & Asch, A. Disability Beyond Stigma: Social interaction, Discrimination, and
Activism, pp. 330-339
- Shapiro, J.P. A Separate and Unequal Education for Minorities with Learning Disabilities,
pp. 340-342;
In Middleton & Anderson:
-Priester, P.E. Dirty secrets and unholy alliances: Disability-based oppression and privilege.
pp. 53-58
Recommended Readings:
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Galvin, R.D. (2005). Researching the disabled identity: Contextualising the identity
transformations which accompany the onset of impairment, Sociology of Health and Illness,
27(3), 393-413.
Olson, C. (2005). How One Woman Made a Difference and Inspired Others. National
Rehabilitation Association. Retrieved August 26th, 2009, from
http://www.nationalrehab.org/website/govt/200343.html
Leake, D.W., Black, R.S., & Roberts, K. (2004). Assumptions in transition Planning: Are they
culturally sensitive? Impact, 16(3), 1, 28-31. Available at:
http://ici.umn.edu/products/impact/163/163.pdf
Griner, D., & Smith, T. B. (2006). Culturally adapted mental health interventions: A metaanalytic review. Psychotherapy, 43(4), 531-548.
Session 11: Religious and faith-based oppression
Required Readings:
Hodge, D. R. (2003). Differences in worldviews between social workers and people of faith,
Families in Society, 84(2), 285-295.
http://www.familiesinsociety.org/Show.asp?override=true&docid=97
Dessel, A., Bolen, R., & Shepardson, C. (2011). CAN RELIGIOUS EXPRESSION AND SEXUAL
ORIENTATION AFFIRMATION COEXIST IN SOCIAL WORK? A CRITIQUE OF HODGE'S THEORETICAL,
THEOLOGICAL, AND CONCEPTUAL FRAMEWORKS. Journal of Social Work Education, 47(2), 213234. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=62990927&site=ehostlive
Bein, A. (2003). The ethnographic perspective: A new look. In Anderson, D. & Carter, R.W. (Eds.)
Diversity Perspectives for Social Work Practice. (pp. 133-145). Boston :Allyn and Bacon
Recommended Readings:
Hodge, D. (2007) Progressing toward Inclusion? Exploring the State of Religious Diversity.
Social work Research, 31:1 p. 55-63
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=24966554&site=ehost-live
Session 12: Oppression based on income/social class
Required Readings:
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Noonan, A.E., Hall, G., & Blustein, D.L. (2007). Urban adolescents’ experience of social class in
relationships at work, Journal of Vocational Behavior 70, 542-560.
Race and Poverty: Our Private Obsession, Our Public Sin (1995, October 13). Form Report.
Retrieved August 16, 2005, from http://www1.umn.edu/irp/publications/race.htm
In Anderson & Middleton:
Loomis, C. Understanding and exploring class privilege. pp. 39-47
Recommended Readings:
Goodman, L.A., Lian, B., Weintraub, S.R., Helms, J.E., Latta, R.E., (2004). Warts and all: Personal
reflections on social justice in counseling psychology. Reply to Kiselica, Palmer, Thompson and
Shermis, and Watts. Retrived on August 17, 2005 from
http://tcp.sagepub.com/cgi/reprint/32/6/886
Wilson, W. J. (2003). Race, class and urban poverty: A rejoinder. Ethnic and Racial Studies, 26(6),
1096-1114. .
Ostrove, J.M., & Cole, E. R. (2003). Privileging class: Toward a critical psychology of social class
in the context of education. Journal of Social Issues, 59(4), 677-692.
May, R. A. (2003). The William Julius Wilson effect: Wilson’s personal and professional influence
on a young African American scholar’s sociological investigation of race. Ethnic and Racial
Studies, 26(6), 1088-1095
Cole, E.R., & Omari, S. R. (2003). Race, class and the dilemmas of upward mobility for African
Americans, Journal of Social Issues, 59(4), 785-802.
Omi, M., & Winant, H. (1992). Racial formations. In Paula S. Rothenberg (Ed.) Race, Class and
Gender in the United States: An Integrated Study (pp. 13-21). New York: St. Martin’s Press
Session 13: Online Session #2
“Digging Deeper
Session 14: Diversity and social justice: Putting it all together
Topics:
Reflections and lessons learned from the semester
Page 18 of 21
Required Readings:
In Adams et al. (text): Harro, B. The cycle of liberation, pp. 463-469.
In Anderson & Middleton:
-Liddle, B. Tales from the heart of Dixie: Using white privilege to fight racism, pp. 251256..
Abramovitz, M. & Bardill, R. (1993). Should all social work students be educated for social
change? Pro & Con. Journal of Social Work Education, 29(1), 6-18.
Recommended Readings:
Swenson, C.R. (1998). Clinical social work's contribution to a social justice perspective. Social
Work, 43(6), 527-537.
Session 15: Group Presentations, closure, self and course evaluation
DUE:
Action Project – Presentation
Exam Week: Final Written Report & Documentation of Group Process due
Page 19 of 21
Additional Bibliography
Books
Adams, M., Blumenfeld, W.J., Castañeda, R., Hackman, H.W., Peters, M.L. & Zúñiga, X. (Eds.)
(2010). Readings for Diversity and Social Justice (2nd Ed.). New York: Routledge. (ISBN-13: 9780415991407)
P.S. Rothenberg (Ed.). Race, Class and Gender in the United States (6th Ed.). New York: St.
Martin’s Press. (ISBN-13: 978-0-7167-6148-8)
Sisneros, J., Stakeman, C., Joyner, M.C. & Schmitz, C.L. (2008). Critical Multicultural Social Work.
Chicago: Lyceum Books. (ISBN-13: 978-1933478142)
Articles
Albelda, R. & Tilly, C. (2000). Women, income and poverty: There's a family connection, pp. 305314 (Rothenberg).
Deacon, F.J. (2004). What does the Bible say about homosexuality? pp. 290-292 (Rothernberg).
Griscom, J. The case of Sharon Kowalski and Karen Thompson: Ableism, heterosexism, and
sexism, pp. 468-476 (Rothenberg).
Hall, R. (1994). The Bleaching Syndrome: Light skin, psychic conflict and the domination model
of Western assimilation. Indian Journal of Social Work, 55(3), 405-418.
Hodge, D.R. (2002). Does social work oppress evangelical Christians? A “new class” analysis of
society and social work. Social Work, 47, 401-414.
King, Jr. (1963). "Letter from a Birmingham Jail"
Marks, D. (1997). Models of disability. Disability and Rehabilitation, 19(3), 85-91.
O’Donoghue, M. (2004). Racial and ethnic identity development in white mothers of biracial,
black-white children. Affilia, 19(1), 68-84.
Padilla, L.M. (2001) Race, Racism and the law: Speaking truth to power!!: Internalized
oppression and Latinos. Retrieved June 14, 2006 from
http://academic.udayton.edu/race/01race/latinos01.htm
Prilleltensky, I., & Fox, D. R. (2007). Psychopolitical literacy for wellness and justice. Journal of
Community Psychology, 35(6), 793-805.
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=25786709&site=ehost-live
Rank, M. & Hirschl, T. (2001). Rags or riches? Estimating the probabilities of poverty and
affluence across the adult life span. Social Science Quarterly, 82, 651-669.
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Solorzano, Ceja & Yosso (2000). Critical Race Theory, racial microaggressions, and campus racial
climate: The experiences of African American college students. The Journal of Negro Education,
69(1/2), 60-73.
Steinem, G. Revving up for the next twenty-five years, pp. 256-260.
Szymanski, D.& Gupta, A. (2009) Examining the Relationship Between Multiple Internalized
Oppressions and African American Lesbian, Gay, Bisexual, and Questioning Persons' Self-Esteem
and Psychological Distress.
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=36488484&site=ehost-live
Sue, D.W. (2010). Taxonomy of microaggressions, pp. 21-41. In: Microaggressions in Everyday
Life: Race, Gender and Sexual Orientation. Hoboken, NJ: Wiley.
Torres, V. (2003). Influences on ethnic identity development of Latino college students in the
first two years of college, Journal of College Student Development, 44(4), 532-547.
Tutu, D. (1995). "Freedom and Tolerance"
Williams, C.C. (2006). The Epistemology of cultural Competence. Families in Society, 87(2), 209220)- http://www.familiesinsociety.org.floyd.lib.umn.edu/Show.asp?docid=3514
Williamson, C. K., & Folaron, G. (2003). Understanding the experiences of street level
prostitutes. Qualitative Social Work, 2(3), 271
Wilkinson, J.A. & Ferraro, K.F. (2002). Thirty years of ageism research, pp. 339-358. In Ageism.
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