Intersectionality and Social Work: Omissions of Race, Class, and Sexuality in Graduate School Education

ABSTRACT

In 2008 EPAS Standards on Engaging Diversity and Difference in Practice (2.1.4) added intersectionality (a theory developed by feminist of color) as one aspect to understand diversity, difference, and power in social work curriculum. We consider how intersectionality is omitted in graduate student learning even when class assignments center discussions and theorizations on power. This qualitative study explores student narratives and corresponding metaphorical drawings on power within an assignment charting their role as social workers. The research emerges from data where authors noted omissions of race, class, and sexuality in discussions on professional power. This inquiry is guided by critical feminisms. Constant comparative methods were used in this study and two themes emerged: policing resources and a pretense of harmlessness.

Notes

1. Educational Policy 2.1.4—Engage diversity and difference in practice. Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power; gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups; recognize and communicate their understanding of the importance of difference in shaping life experiences; and view themselves as learners and engage those with whom they work as informants (CSWE, 2008, pp. 4–5).

2. Educational Policy 3.0 Diversity ––The program’s expectation for diversity is reflected in its learning environment, which provides the context through which students learn about differences, to value and respect diversity, and develop a commitment to cultural humility. The dimensions of diversity are understood as the intersectionality of multiple factors including but not limited to age, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, immigration status, marital status, political ideology, race, religion/ spirituality, sex, sexual orientation, and tribal sovereign status. The learning environment consists of the program's institutional setting; selection of field education settings and their clientele; composition of program advisory or field committees; educational and social resources; resource allocation; program leadership; speaker series, seminars, and special programs; support groups; research and other initiatives; and the demographic make–up of its faculty, staff, and student body (CSWE, 2015, p. 14).

3. Competency 2: Engage Diversity and Difference in Practice—Social workers understand how diversity and difference characterize and shape the human experience and are critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including but not limited to age, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign status. Social workers understand that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers also understand the forms and mechanisms of oppression and discrimination and recognize the extent to which a culture’s structures and values, including social, economic, political, and cultural exclusions, may oppress, marginalize, alienate, or create privilege and power. Social workers: apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels; present themselves as learners and engage clients and constituencies as experts of their own experiences; and apply self–awareness and self–regulation to manage the influence of personal biases and values in working with diverse clients and constituencies (CSWE, 2015, p. 7).

Additional information

Notes on contributors

Roe Bubar

Roe Bubar is professor and Karina Cespedes is assistant professorat Colorado State University. Kimberly Bundy-Fazioli is Director of Mindfulness Matters Inc. LLC, Breckenridge, Colorado.

Karina Cespedes

Roe Bubar is professor and Karina Cespedes is assistant professorat Colorado State University. Kimberly Bundy-Fazioli is Director of Mindfulness Matters Inc. LLC, Breckenridge, Colorado.

Kimberly Bundy-Fazioli

Roe Bubar is professor and Karina Cespedes is assistant professorat Colorado State University. Kimberly Bundy-Fazioli is Director of Mindfulness Matters Inc. LLC, Breckenridge, Colorado.