“Talking about race is exhausting”: social work educators’ experiences teaching about race and racism

References

• Adams, M. (2016). Pedagogical foundations for social justice education. In M. Adams & L. A. Bell (Eds.), Teaching for diversity and social justice (pp. 27–54). Routledge.
   Google Scholar
• Alexander, M. (2020). The new Jim Crow: Mass incarceration in the age of colorblindness- 10th anniversary edition.
   Google Scholar
• American Sociological Society. (2019). Statement on Student Evaluations of Teaching. https://www.asanet.org/sites/default/files/asa_statement_on_student_evaluations_of_teaching_feb132020.pdf
   Google Scholar
• Anft, M. (2018, December 21). Colleges step up professional development for adjuncts. Chronicle of Higher Education.
   Google Scholar
• Apple, M. W., Au, W., & Gandin, L. A . (2009). Mapping critical education. In Michael W. Apple, Wayne Au, and Luis Armando Gandin, eds., The Routledge International Handbook of Critical Education, (pp. 3–19). New York: Routledge.
   Google Scholar
• Bathgate, M. E., Aragón, O. R., Cavanagh, A. J., Frederick, J., & Graham, M. J. (2019). Supports: A key factor in faculty implementation of evidence-based teaching. CBE - Life Sciences Education, 18(2), ar22. https://doi.org/10.1187/cbe.17-12-0272
   PubMed Web of Science ®Google Scholar
• Bell, L.A. (2016). Theoretical foundations for social justice education. In M. Adams Editor & L. A. Bell Editor, Teaching for diversity and social justice (pp. 3–26).
   Google Scholar
• Bonilla-Silva, E. (2014). Racism without racists: Color-blind racism and the persistence of racial inequality in America. Rowman & Littlefield.
   Google Scholar
• Bonilla-Silva, E. (2018). Racism without racists: Color-blind racism and the persistence of racial inequality in America. Rowman & Littlefield.
   Google Scholar
• Brew, A., & Mantai, L. (2017). Academics’ perceptions of the challenges and barriers to implementing research-based experiences for undergraduates. Teaching in Higher Education, 22(5), 551–568. https://doi.org/10.1080/13562517.2016.1273216
   Web of Science ®Google Scholar
• Council on Social Work Education. (2008). Educational Policy and Accreditation Standards.
   Google Scholar
• Council on Social Work Education. (2015). Educational policy and accreditation standards.
   Google Scholar
• Council on Social Work Education. (2019). 2018 annual statistics on social work education in the United States.
   Google Scholar
• Davis, L. E. (2016). Race: America’s grand challenge. Journal of the Society for Social Work and Research, 7(2), 395–403. https://doi.org/10.1086/686296
   Web of Science ®Google Scholar
• Delgado, R. (Ed.). (1995). Critical race theory: The cutting edge. Temple University Press.
   Google Scholar
• Fry, R., Bennett, J., & Barroso, A. (2021). Racial and ethnic gaps in the U.S. persist on key demographic indicators. Pew Research Center.
   Google Scholar
• Garcia, B., & Van Soest, D. (1997). Changing perceptions of diversity and oppression: MSW students discuss the effects of a required course. Journal of Social Work Education, 33(1), 119–129.
   Web of Science ®Google Scholar
• Garner, S. (2017). Racisms: an introduction. Los Angeles: Sage.
   Google Scholar
• Glesne, C. (2015). Becoming qualitative researchers: An introduction (5th ed.). Pearson.
   Google Scholar
• Gramlich, J. (2019). From police to parole, black and white Americans differ widely in their views of criminal justice system. Pew Research Center.
   Google Scholar
• Hannah-Jones, N. (2014, May). Segregation now. The Atlantic. http://www.theatlantic.com/magazine/archive/2014/05/segregation-now/359813/
   Google Scholar
• Henry, W. J., Cobb-Roberts, D., Dorn, S., Exum, H. A., Keller, H., & Shircliffe, B. (2007). When the dialogue becomes too difficult: A case study of resistance and backlash. College student affairs journal, 26(2), 160.
   Google Scholar
• Holland, A. E. (2015). The lived experience of teaching about race in cultural nursing education. Journal of Transcultural Nursing, 26(1), 92–100.
   PubMed Web of Science ®Google Scholar
• Johnston, A. (2011). White professors, students of color, teaching race. Retrieved from http://studentactivism.net/2011/01/06teaching-race-1 & 2
   Google Scholar
• Jones, S. R. (2008). Student resistance to cross-cultural engagement: Annoying distraction or site for transformative learning? In S. R. Harper (Ed.), Creating inclusive campus environments for cross-cultural learning and student engagement (pp. 67–85). Washington, DC: NASPA.
   Google Scholar
• Ladson-Billings, G. (1998). Just what is critical race theory and what's it doing in a nice field like education? International Journal of Qualitative Studies in Education, 11(1), 7–24.
   Google Scholar
• Ladson-Billings, G., & Tate, W. F. (1995). Toward a critical race theory of education. Teachers College Record, 97(1), 47–68. https://doi.org/10.1177/016146819509700104
   Web of Science ®Google Scholar
• Leonardo, Z. (2004). The color of supremacy: Beyond the discourse of “white privilege. Educational Philosophy and Theory, 36(2), 138–152. https://doi.org/10.1111/j.1469-5812.2004.00057.x
   Google Scholar
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
   Google Scholar
• Lopez, G. (2003). The (racially neutral) politics of education: A critical race theory perspective. Educational Administration Quarterly, 39(1), 68–94. https://doi.org/10.1177/0013161X02239761
   Web of Science ®Google Scholar
• Matias, C.E., Henry, A., & Darland, C. (2016). The twin tales of whiteness exploring the emotional roller coaster of teaching and learning about whiteness. Taboo: The Journal of Culture and Education. 16(1). Retrieved from https://digitalcommons.lsu.edu/ taboo/vol16/iss1/4
   Google Scholar
• Mensah Moore, F. (2016). Preparing for discussions on race and racism: The critical voices in teacher education course. [Paper Presentation] NARST International Annual Conference, Baltimore, MD, United States.
   Google Scholar
• Nadan, Y., & Stark, M. (2016). The Pedagogy of Discomfort: Enhancing Reflectivity on Stereotypes and Bias. British Journal of Social Work, 47(3), 683–700.
   Web of Science ®Google Scholar
• National Association of Social Workers (NASW). (2021). Code of ethics. NASW Press.
   Google Scholar
• National Associations of Social Workers (NASW). (2015). Standards and indicators for cultural competence in social work practice. NASW Press.
   Google Scholar
• National Associations of Social Workers (NASW) (2017) NASW code of ethics. Washington, DC: NASW Press.
   Google Scholar
• Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice. SAGE Publications, Inc.
   Google Scholar
• Patton Davis, L. (2021, October 21). Still Climbing the Hill: Intersectional Reflections on Brwon and Beyond. [AERA : 18th Annual Brown Lecture in Education Research]. Virtual. https://youtu.be/EE25GVC2_1Y
   Google Scholar
• Perez, E.N. (2019). Using Critical Race Theory to Examine Race and Racism in Social Work Education. [ Unpublished doctoral dissertation]. University of South Florida.
   Google Scholar
• Perez, E. N. (2021a). Teaching race and racism in social work education. In L. Parson & C. C. Ozaki (Eds.), Teaching and learning for social justice and equity in education (pp 177–197). Palgrave McMillian.
   Google Scholar
• Perez, E. N. (2021b). Faculty as a barrier to dismantling racism in social work education. Advances in Social Work, 21(2/3), 500–521. https://doi.org/10.18060/24178
   Google Scholar
• Rahill, G. J., Joshi, M., Lucio, R., Bristol, B., Dionne, A., & Hamilton, A. (2016). Assessing the development of cultural proficiency among upper-level social work students. Journal of Social Work Education, 52(2), 198–213.
   Web of Science ®Google Scholar
• Ray, R. and Gibbons. A. (2021, November). Why are states banning critical race theory? Brookings. https://www.brookings.edu/blog/fixgov/2021/07/02/why-are-states-banning-critical-race-theory/
   Google Scholar
• rownell, S. E., & Tanner, K. D. (2015). Barriers to faculty pedagogical change: Lack of training.
   Google Scholar
• Saldaña, J. (2015). The coding manual for qualitative researchers. Sage.
   Google Scholar
• Samaras, A. P., Hjalmarson, M., Bland, L. C., Nelson, J. K., & Christopher, E. K. (2019). Self-study as a method for engaging STEM faculty in transformative change to improve teaching. International Journal of Teaching & Learning in Higher Education, 3(2), 195–213.
   Google Scholar
• Shavers, M. C., & Moore, J. L. (2014). Black female voices: Self-presentation strategies in doctoral programs at predominately white institutions. Journal of College Student Development, 55(4), 391–407. https://doi.org/10.1353/csd.2014.0040
   Web of Science ®Google Scholar
• Smith, L., Kashubeck-West, S., Payton, G., & Adams, E. (2017). White professors teaching about racism: Challenges and rewards. The Counseling Psychologist, 45(5), 651–668. https://doi.org/10.1177/0011000017717705
   Web of Science ®Google Scholar
• Tatum, B. (1992). Talking about race, learning about racism: The application of racial identity development theory in the classroom. Harvard Educational Review, 62(1), 1–25.
   Google Scholar
• Tuitt, F., Haynes, C., & Stewart, S. (2018). Transforming the classroom at traditionally white institutions to make black lives matter. To Improve the Academy, 37(1), 63–76. https://doi.org/10.1002/tia2.20071
   Google Scholar
• Varghese, R. (2016). Teaching to Transform? Addressing Race and Racism in the Teaching of Clinical Social Work Practice. Journal of Social Work Education, 52(sup1), S134–S147.
   Web of Science ®Google Scholar
• Watt, S. K. (2007). Difficult dialogues, privilege and social justice: Uses of the Privileged Identity Exploration (PIE) model in student affairs practice. The College Student Affairs Journal, 26, 114–126.
   Google Scholar