Difficult Conversations in a School of Social Work: Exploring Student and Faculty Perceptions

ABSTRACT

Difficult conversations about isms, power, privilege, and oppression are an essential part of social work education, and they present unique challenges for students and faculty. The current study examined students’ and faculty’s perceptions of the safety of the classroom and the competence of the faculty in facilitating difficult conversations at a graduate school of social work in New York City. Student and faculty versions of a survey were distributed to both groups. Results indicated students rated the experience of having difficult conversations at the school significantly more negatively than the faculty did. The majority of respondents expressed the need for courses and training to be more fluent in having difficult conversations. Future directions are discussed based on the findings.

Additional information

Notes on contributors

Amy Werman

Amy Werman, DSW, LCSW, is Full-time Lecturer, Columbia University School of Social Work.

Fatemeh Adlparvar

Fatemeh Adlparvar, LMSW, MS, MPH, is Graduate of Columbia University School of Social Work.

Jane K. Horowitz

Jane K. Horowitz, LMSW, is Graduate of Columbia University School of Social Work.

Micah O. Hasegawa

Micah O. Hasegawa is MSSW, Graduate of Columbia University School of Social Work.