Graduate Student Experience Learning About Racism: “You’re going to Feel Uncomfortable… That’s When You’re Going to Learn”

ABSTRACT

Although the social work profession has focused on becoming an anti-racist profession, social work students report being insufficiently prepared to challenge and dismantle racism. Current recommendations for educating social workers on racism use findings from White students and omit the voices of individuals who experience racism. However, this phenomenological qualitative study described graduate students from historically excluded racial and ethnic groups in research along with White students’ experiences learning about the influence of historical and contemporary racism upon Black adolescents. Twelve Black, Latinx, multiracial, and White students participated in either individual interviews or a focus group. Data were analyzed using thematic analysis. Key themes included: feeling uncomfortable as an important aspect of learning about racism, the reason for feeling validated in the course differed for Black and White students; and Black students had concerns about participating in a course on racism. Further, as students discussed how learning influenced their behaviors and perceptions of racism, the following themes emerged: a deeper understanding of racism, enhanced understanding of historical and contemporary racial trauma, greater reflection on policies and procedures, a better understanding of barriers to care, and the importance of trust and genuineness when providing care. Implications for social work education then are presented.

KEYWORDS:

• Anti-oppression
• pedagogy
• racial equity
• discrimination
• social determinants of health

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Faculty Research and Creative Activities Award at Western Michigan University; and the Western Michigan University Assessment Steering Committee Assessment Fellows Grants program.