Facing Structural Inequality: Students' Orientation to Oppression and Practice with Oppressed Groups

References

• Abrams, L., & Moio, J. (2009). Critical race theory and the cultural competence dilemma in social work education. Journal of Social Work Education, 45, 245-261.
   Google Scholar
• Almeida, R., Parker, L., & Dolan-del Vecchio, K. (2008). Transformative family therapy: Just families in a just society. New York, NY: Pearson.
   Google Scholar
• Boyd, D. (2004). The legacies of liberalism and oppressive relations: Facing a dilemma for the subject of moral education. Journal of Moral Education, 33(1), 3-22.
   Google Scholar
• Collins, P. H. (1991). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. New York, NY: Routledge.
   Google Scholar
• Council on Social Work Education (CSWE). (2008). Educational policy and accreditation standards. Retrieved from http://www.cswe.org/Accreditation/2008EPASDescription.aspx http://www.cswe.org/Accreditation/2008EPASDescription.aspx
   Google Scholar
• Davidson, L. A., Pettis, C. T., Joiner, A. J., Cook, D. M., & Klugman, C. M. (2010). Religion and conscientious objection: A survey of pharmacists' willingness to dispense medications. Social Sciences and Medicine, 71(1), 161-165.
   Google Scholar
• Finn, J. L., & Jacobson, M. (2003). Just practice: A social justice approach to social work. Peosta, IA: Eddie Bower.
   Google Scholar
• Garcia, B., & Van Soest, D. (2006). Social work practice for social justice: Cultural competence in action. Alexandria, VA: Council on Social Work Education.
   Google Scholar
• Garson, G. D. (2008). Fisher's exact test of significance. Retrieved from http://faculty.chass.ncsu.edu/garson/PA765/fisher.htm http://faculty.chass.ncsu.edu/garson/PA765/fisher.htm
   Google Scholar
• Goodman, D. (2001). Promoting diversity and social justice: Educating people from privileged groups. Thousand Oaks, CA: Sage.
   Google Scholar
• Graff, D. (2007). A study of baccalaureate social work students beliefs about the inclusion of religious and spiritual content in social work. Journal of Social Work Education, 43, 243-256.
   Google Scholar
• Hancock, T. (2007). Come the revolution: Human rights, the far right and new directions for social work education. Journal of Baccalaureate Social Work, 12(2), 1-12.
   Google Scholar
• Hancock, T. (2008). Doing justice: A typology of helping attitudes toward sexual groups. Affilia: Journal of Women and Social Work, 23, 349-358.
   Google Scholar
• Kohlberg, L. (1969). Stage and sequence: The cognitive-developmental approach to socialization. In D. Goslin (Ed.), Handbook of socialization: Theory and research (pp. 347-480). Chicago, IL: Rand McNally.
   Google Scholar
• Kohlberg, L. (1976). Moral stages and moralization: The cognitive-developmental approach. In T. Lickona (Ed.), Moral development and behavior (pp. 31-53). New York, NY: Holt, Rinehart, & Winston.
   Google Scholar
• Krumer-Nevo, M., Weiss-Gal, I., & Monnickendam, M. (2009). Poverty-aware social work practice: A conceptual framework for social work education. Journal of Social Work Education, 45, 225-243.
   Google Scholar
• Lee, M. Y., & Greene, G. J. (2003). A teaching framework for transformative multicultural social work education. Journal of Ethnic & Cultural Diversity in Social Work, 12(3), 1-28.
   Google Scholar
• McIntosh, P. (1988). White privilege and male privilege: A personal account of coming to see correspondence through work in women's studies. Work in Progress, No. 189. Wellesley, MA: Stone Center Working Paper Series.
   Google Scholar
• McPhail, B. (2008). Re-gendering the social work curriculum: New realities and complexities. Journal of Social Work Education, 44, 33-52.
   Google Scholar
• National Association of Social Workers. (1999). Code of ethics. Washington, DC: Author.
   Google Scholar
• Pew Forum on Religion and Public Life. (2008). U.S. religious landscape survey. Retrieved from http://religions.pewforum.org/pdf/report-religious-landscape-study-full.pdf http://religions.pewforum.org/pdf/report-religious-landscape-study-full.pdf
   Google Scholar
• Schiele, J. H. (2007). Implications of the equality-of-oppressions paradigm for curriculum content on people of color. Journal of Social Work Education, 43, 83-100.
   Google Scholar
• Snyder, C., Peeler, J., & May, J. (2008). Combining human diversity and social justice education: A conceptual framework. Journal of Social Work Education, 44, 145-161.
   Google Scholar
• Solas, J. (2008). Social work and social justice: What are we fighting for? Australian Social Work, 61(2), 124-136.
   Google Scholar
• Van Soest, D. (1996). Impact of social work education on student attitudes and behaviors concerning oppression. Journal of Social Work Education, 32, 191-202.
   Google Scholar
• Van Soest, D. (2003). Advancing social and economic justice. In D. Lum (Ed.), Culturally competent practice: A framework for understanding diverse groups and justice issues (pp. 345-376). Belmont, CA: Brooks Cole.
   Google Scholar
• Van Soest, D., & Garcia, B. (2003). Diversity education for social justice: Mastering teaching skills (1st ed.). Alexandria, VA: Council on Social Work Education.
   Google Scholar
• Van Voorhis, R., & Hostetter, C. (2006). The impact of MSW education on social worker empowerment and commitment to client empowerment through social justice advocacy. Journal of Social Work Education, 42, 105-121.
   Google Scholar
• Walls, E., Griffin, R., Arnold-Renicker, H., Burson, M., Johnson, C., Moorman, N., . . .Schutte, E. (2009). Mapping graduate social work student learning journeys about heterosexual privilege. Journal of Social Work Education, 45, 289-307.
   Google Scholar
• Weber, L. (2009). Understanding race, class, gender, and sexuality: A conceptual framework (2nd ed.). New York, NY: McGraw-Hill.
   Google Scholar
• Young, I. M. (1990). Justice and the politics of difference. Princeton, NJ: Princeton University Press.
   Google Scholar
• Young, I. M. (1997). Intersecting voices: Dilemmas of gender, political philosophy, and policy. Princeton, NJ: Princeton University Press.
   Google Scholar