What Are We Teaching in Diversity and Social Justice Courses? A Qualitative Content Analysis of MSW Syllabi

ABSTRACT

Diversity and social justice are central to social work and related curricular content is mandated by accreditation standards. However, research regarding diversity and social justice courses remains limited. This study aimed to better understand how these courses are conceptualized through a qualitative content analysis of course descriptions and objectives from 27 MSW course syllabi. Findings were organized into themes related to knowledge, skills, and values-based content areas. Emergent themes highlighted that these courses center knowledge acquisition, are linked to professional socialization, and have self-awareness as a primary goal. Implications for social work education are discussed.

KEYWORDS:

• Antioppression
• cultural competence
• diversity
• MSW curriculum
• social justice
• social work
• syllabi

Acknowlegement

We acknowledge Candice Metzler for her assistance with data collection for this project.

Notes

1. We have cited the 2015 EPAS. However, because our data were collected mostly in 2014, it is important to note that syllabi in our data pool were created under the 2008 version of EPAS and, as such, some of our data will reflect 2008 EPAS information.

2. For the purposes of this study, we define “diversity and social justice courses” as required courses that specifically focus on issues of diversity, oppression, power, privilege, cultural competency, and/or multiculturalism. Most often the course titles contained these terms as keywords. Although there is often conceptual overlap, we differentiate these course offerings from macro practice courses.