https://orcid.org/0000-0002-5191-6874
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ABSTRACT
Social work students need to develop skills to respond to microaggressions targeting people from marginalized social identity groups. In this qualitative study, BSW students and recent graduates (N=20) were presented with 10 five vignettes based on real-life examples from social work classrooms. Through semi-structured interviews, students shared their perspectives about whether, and how, each situation should be addressed by witnesses. Interviews were analyzed using thematic analysis. Themes included the ethical obligation to intervene, confidence, allyship, the value of self-advocacy, and the effect on the targeted students. Primary themes about intervention included address politely, call out instructor, do nothing, check in with the student, and advocate with administrators. Implications for supporting students’ awareness and skills in responding to microaggressions are discussed.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Rebecca G. Mirick
Rebecca G. Mirick is Associate Professor, Salem State University School of Social Work. Ashley Davis is Clinical Associate Professor, Boston University School of Social Work.