Microaggressions in Social Work Education: Learning From BSW Students’ Experiences

ABSTRACT

This survey of BSW students (N=909) reports on their experiences with microaggressions in their social work education. About one third (31.8%) of participants reported experiencing a microaggression committed by a social work faculty member. A relationship was found between experiencing a microaggression and participants’ social identities, specifically gender, gender identity, sexual orientation, socioeconomic status, disability or ability, and region of the United States where they were raised. Qualitative data describing the microaggressions revealed 6 themes about the instructor’s behavior: devalues, discriminates, or stereotypes; only accepts some viewpoints and shuts down diverse perspectives; makes assumptions about the student’s background; uses the instructor’s position to further an agenda or opinion or fails to intervene; refuses to acknowledge diverse identities in the classroom; and omits curricular content on some social identities. Implications for social work education and recommendations to prevent, reduce, and address microaggressions in social work education are identified and discussed.

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Notes on contributors

Ashley Davis

Dr. Ashley Davis is a Clinical Associate Professor at the Boston University School of Social Work. Her research interests include White privilege, microaggressions, and racial justice in social work education and practice. She maintains a private practice of individuals, couples, and families. Dr. Rebecca G. Mirick is an Assistant Professor and BSW Program Coordinator at Salem State University. Her research focuses on suicide prevention and social work education, including privilege, oppression, and racial justice within social work education.