A “Totally, Acceptably Racist Environment”: Examining Anti-Black Racism in a School of Social Work

ABSTRACT

Social work education is considered an important venue for advancing the field’s commitment to anti-racism. This research employed collective autobiographical methods within a Critical Race Theory framework to explore Black social work students’ experiences of anti-Black racism in the learning environment of a Predominantly White Institution. Data was analyzed through a collaborative, inductive approach. Analysis revealed four interrelated themes: 1) racial microaggressions directed at Black students; 2) the perceived complicity of school administration in maintaining a racist environment; 3) the harm that an anti-Black racist learning environment caused to Black students; and 4) a relational approach to challenging anti-Black racism in the learning environment. Findings underscore the need for increased attention to racism in the implicit social work curriculum.

Acknowledgment

Author order is not indicative of the magnitude of contribution.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Fordham University Graduate School of Social Service Faculty Research Expense Program.

Notes on contributors

Jenn M. Lilly

Jenn M. Lilly is an Assistant Professor at Fordham University Graduate School of Social Service. Jasmine Hillyer is a certified rehabilitation counselor and macro social worker. Eboni Jaggers is an educator and MSW graduate. Kayla Garnigan is a Licensed Master Social Worker.