http://orcid.org/0000-0002-6839-9738
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ABSTRACT
The Council on Social Work Education requires schools of social work to meet diversity and social justice competencies. Many MSW programs meet these standards by having either a dedicated diversity and social justice course, or by using some form of diversity and social justice curricular infusion. The current study explored which of these strategies is more effective. Two-hundred and eighty-six MSW students participated in this quasi-experimental design (diversity-83; infusion-97; no diversity/no infusion-106), and were assessed on multiple indices of cultural responsiveness and social justice awareness. Our findings were mixed, but indicated that a dedicated diversity and social justice course is effective at increasing students' cultural responsiveness and social justice awareness. Implications for social work pedagogy are discussed.
Additional information
Notes on contributors
Ronald O. Pitner
Ronald O. Pitner, PhD, is Associate Professor, Mary Ann Priester, MsW, is a PhD candidate, Richard Lackey, MSW, is a Substance Abuse Counselor, and Deborah Duvall, MSSW, is Assistant to the Dean in the College of Social Work, at University of South Carolina.
Mary Ann Priester
Ronald O. Pitner, PhD, is Associate Professor, Mary Ann Priester, MsW, is a PhD candidate, Richard Lackey, MSW, is a Substance Abuse Counselor, and Deborah Duvall, MSSW, is Assistant to the Dean in the College of Social Work, at University of South Carolina.
Richard Lackey
Ronald O. Pitner, PhD, is Associate Professor, Mary Ann Priester, MsW, is a PhD candidate, Richard Lackey, MSW, is a Substance Abuse Counselor, and Deborah Duvall, MSSW, is Assistant to the Dean in the College of Social Work, at University of South Carolina.
Deborah Duvall
Ronald O. Pitner, PhD, is Associate Professor, Mary Ann Priester, MsW, is a PhD candidate, Richard Lackey, MSW, is a Substance Abuse Counselor, and Deborah Duvall, MSSW, is Assistant to the Dean in the College of Social Work, at University of South Carolina.