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Abstract
In 1979 Weber surveyed family therapy course content in social work schools.1 Many works included in the curricula contained discriminatory practices and traditional sex-role assumptions. This paper, in recognizing that fact, makes recommendations to achieve equity for women in family treatment education. Suggestions for dealing with the problem of sex-role stereotypy include: integration of content in foundation areas with the family practice curriculum, consideration of both theoretical assumptions of practitioners and their actions toward women clients, a strong experiential component in training to reveal students' values and attitudes toward power and sex-role conflicts, and exposure to a literature that addresses these issues.
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Notes on contributors
Judith Lee Burke
JUDITH LEE BURKE is a professor in the School of Social Work at the University of Missouri-Columbia. This paper originally was presented at the Council on Social Work Education Annual Program Meeting in Louisville, Kentucky, March 8, 1981.