Endorsement of Critical Social Justice and Privilege: Heterosexual and Cisgender Privilege Awareness among Social Work Students in the US

Autor/inn/en	Atteberry-Ash, Brittanie; Holloway, Brendon T.; Walls, N. Eugene
Titel	Endorsement of Critical Social Justice and Privilege: Heterosexual and Cisgender Privilege Awareness among Social Work Students in the US
Quelle	In: Journal of Teaching in Social Work, 43 (2023) 4, S.449-474 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1233
DOI	10.1080/08841233.2023.2246155
Schlagwörter	Social Justice; Social Bias; Social Work; Graduate Students; Student Characteristics; Predictor Variables; Sexuality; Political Affiliation; Courses; Sexual Identity; Gender Differences; Sexual Orientation; Racial Differences; Ethnicity; Religion; LGBTQ People + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Soziale Arbeit; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Prädiktor; Sexualität; Politisches Interesse; Kursangebot; Geschlechtsidentität; Sexuelle Identität; Geschlechterkonflikt; Sexuelle Orientierung; Rassenunterschied; Ethnizität
Abstract	Despite its central role in social work practice and education, little is known about how social justice is operationalized within the discipline. One aspect that may shed light on how the field engages the construct of social justice is through understanding more about recognition of privilege. This study examines how demographic differences, psychosocial predictors, and social work program variables may be related to increased levels of heterosexual and cisgender privilege awareness among social work students. In the heterosexual privilege model (N = 585), increased privilege awareness was associated with identifying as a cisgender woman, a more liberal political orientation, completing a course on power, privilege, and oppression, a critical endorsement of social justice, and being a 2-year MSW or doctoral student. In the cisgender privilege model (N = 758), predictors of increased privilege awareness included identifying as a cisgender woman, identifying as gay, a more liberal political orientation, completing a course on power, privilege, and oppression, a critical endorsement of social justice, and being a 2-year MSW or doctoral student. The findings demonstrate the importance of understanding social justice from a critical perspective and for educators to effectively communicate the connections between social justice and social work practice. Effective strategies to do this are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01