Ethnic- and Gender-Sensitive Social Work Practice

Granger, Jean M.; Portner, Doreen

doi:10.1080/10437797.1985.10671691

Cited by 17 publications

(9 citation statements)

References 6 publications

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“…This theme originated with Norton (1978) who referred to the dominant culture as the sustaining environment of institutional systems and the ethnic community as the nurturing environment. Granger and Portner (1985) identify the bias of educational institutions in teaching Anglo-Euro-American principles and values as if they apply to all humans in all places. Social work practitioners, while aware of discrimination and oppression against people of color, often fail to value the unique adaptive differences and sense of ethnic identify of minority persons.…”

Section: Ethnicity and Bicultur4lismmentioning

confidence: 99%

The Ethnic Group Experience

Hurdle

1991

Social Work With Groups

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Section: Ethnicity and Bicultur4lismmentioning

confidence: 99%

The Ethnic Group Experience

Hurdle

1991

Social Work With Groups

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“…A review of these two bodies of literature reveals a significant gap in the education of social workers regarding the multiple interacting effects of gender and race (Granger & Portner, 1985;Wicker, 1986). Women of color stand at the intersection of two worlds, subject to the interactions of racism and sexism in every arena of their lives.…”

Section: Judith Kolb Morrismentioning

confidence: 98%

“…Practice courses using this model highlight power issues as they relate to the treatment relationship itself; client experiences with institutional sexism, racism, or both; and the unequal distribution of power in family and social relationships. Granger and Portner (1985) have developed a framework that focuses on two dimensions of ethnic-and gendersensitive practice-mental and emotional interactions and societal interactions-to be included throughout the social work curriculum (p. 38).…”

Section: Teaching Content On Women Of Colormentioning

confidence: 99%

Interacting Oppressions

Morris

1993

Journal of Social Work Education

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“…Although she found articles on gender-sensitive social work practice (Granger & Portner, 1985), women and the field experience (Berkun, 1984), older women and mental health (Rathbone-McCuan, 1984), and lesbian issues (Humphreys, 1983;Newman, 1989), she did not find additional articles that described the efforts of schools of social work to include content on the general population of women in the core curriculum. As Quam and Austin (1984) observed in their research on the coverage of women's issues in social work journals, the amount of space devoted to women's content appeared to decline as the 1980s progressed.…”

mentioning

confidence: 94%

Women's Content in Social Work Curricula: Separate but Equal?

Vinton¹

1992

Affilia

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There has been an ongoing debate on whether content on women's issues should be taught in a separate course or integrated throughout the social work curriculum. This study of the knowledge and attitudes of 70 undergraduate social work majors found that all the students had similar attitudes toward women's rights and feminism, but those who had taken a separate course had greater knowledge of female biological processes and the social and historical forces that have affected women. Social work has long been known as a &dquo;woman's profession.&dquo; Although men are still chosen for positions of leadership and control, today, as in the past, the majority of social work clients and practitioners are female. Hare-Mustin (1983) pointed out that diagnostic considerations, marital and family relations, reproductive problems, physical and sexual abuse, and depression are just some areas to which social workers should pay special consideration with respect to women and their point of view. In response to the women's movement and the push to consider women's &dquo;point of view,&dquo; the Council on Social Work Downloaded from 75 Education (CSWE, 1982) issued its Curriculum Policy Statement for the Master's Degree and Baccalaureate Degree Programs in Social Work Education, which stated that social work curricula must provide content on the &dquo;experiences, needs, and responses&dquo; of &dquo;special populations&dquo;: &dquo;people who have been subjected to institutionalized forms of oppression&dquo; (Standard 7.3) and women (Standard 7.5).Although it is likely that an observer could find objectives that relate to women's issues in the syllabi of individual courses, the extent and quality of the content on women in the curricula is unknown and the debate continues over whether such material should be separated or integrated. This article describes a study that evaluated these two approaches to the inclusion of women's content in relation to BSW students' level of knowledge about women's issues and their attitudes toward women's rights and feminism.Too often of late, the problems of women, particularly of women of color, have been couched in individual terms, and the social forces of sexism and racism, as well as the shared experience of women in a patriarchal society, have been overlooked (Gutierrez, 1990). Social workers must continue to respond to the oppression of women and resist this latest trend toward blaming the victim. It is imperative that social work students be educated about the forces that affect women. Only when social workers are equipped with an adequate knowledge base and egalitarian attitudes toward women can they begin to empower or increase the personal, interpersonal, and political power of female clients. BACKGROUND

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Ethnic- and Gender-Sensitive Social Work Practice

Cited by 17 publications

References 6 publications

The Ethnic Group Experience

The Ethnic Group Experience

Interacting Oppressions

Women's Content in Social Work Curricula: Separate but Equal?

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