Revisiting cultural diversity in social work education through Latino critical race theory testimonio

ABSTRACT

This article explores diversity models pertaining to race and cultural identity content in US-based social work education. To date, cultural competence remains the dominant framework and is often located in independent, isolated courses that incorporate content on race, culture, gender, religion, sexual orientation, age, ability, language, and nationality. In this article, I argue that cultural competence is a mastery-based model that tends to generalize or overlook the ways in which intersecting identities are affected by systems of oppression. Diversity courses, while valuable, often fail to ask essential, reflective questions or promote change at the personal/professional and structural levels. This article proposes anti-oppressive practice and intersectionality theory as alternative frameworks to cultural competence and suggests that such content ought to be infused throughout the curriculum in order to engage professionals and institutions in a lifelong commitment of accountability. Anti-oppressive practice draws from critical theories and other social justice-informed approaches to understanding the root causes of social problems and highlights the practice of cultural humility. This article uses the Latino Critical Race Theory methodology of testimonio, as a case example of this author’s experiences of implicit and explicit bias in social work education.

KEYWORDS:

• Latino Critical Race Theory
• intersectionality
• social Work Education
• diversity
• cultural Competence

Acknowledgments

The author humbly and gratefully acknowledges Dr. Kimberly D. Hudson for the support, feedback, and guidance received on earlier versions of this article. The author also acknowledges first-generation students for their courage and strength.

Disclosure Statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Diana Franco

Dr. Diana Franco is a Core Faculty member with Capella University’s MSW program. Dr. Franco provided school-based social work services for over 18 years and believes that there is a correlation between academic success and social-emotional well-being. Dr. Franco has a special interest in addressing the academic and social-emotional needs of immigrant and undocumented youth. Her work delves into the relationship between trauma and the migration process.