Toward a Model for the Inclusion of Ethnic Minority Content in Doctoral Social Work Education

Abstract

Ethnic minority content as a substantive curriculum area in social work education evolved as a response to the times. However, the “what” and the “why” have never been fully addressed. In fact, ethnic minority content is not based on any discernable theoretical framework. A questionnaire was mailed to all ethnic minority doctoral students in the United States. The responses supported the need for a theoretical framework. A curriculum model was proposed utilizing the concepts of socialization, pluralism, and sociocultural dissonance. The focus was on the presentation of seminal ideas that would propel others toward development of more definitive models appropriate for their educational situations.