My Perspective Matters: Teaching Diversity Content in Social Work Education.
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| Title: | My Perspective Matters: Teaching Diversity Content in Social Work Education. |
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| Authors: | Kraus, Joyce K. (AUTHOR) |
| Source: | Journal of Social Work Education. Spring2026, Vol. 62 Issue 2, p162-176. 15p. |
| Subjects: | Curriculum, Qualitative research, Interviewing, Cultural competence, Social work education, College teachers, Teaching methods, Judgment sampling, Experience, Reflexivity, Thematic analysis, College teacher attitudes, Research methodology, Phenomenology, Cultural pluralism |
| Geographic Terms: | United States |
| Abstract: | The perspective of faculty who teach diversity is a missing yet crucial component in existing social work education literature. This qualitative study used in-depth interviews to explore the experiences of 13 undergraduate social work faculty members teaching diversity content in their programs. Participants were asked to describe their definition of diversity, how they implement diversity curriculum, whether they examine their own experiences of diversity, and how they addressed students' and their own intersectionality. Findings from in-depth, semistructured interviews show three emerging meaning units: facilitating diversity, managing intersectionality, and faculty self-reflection. Firsthand accounts of faculty lived experiences can help inform best teaching approaches and how to move students from culturally competent to culturally humble rooted in anti-racist social work practice. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Social Work Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The perspective of faculty who teach diversity is a missing yet crucial component in existing social work education literature. This qualitative study used in-depth interviews to explore the experiences of 13 undergraduate social work faculty members teaching diversity content in their programs. Participants were asked to describe their definition of diversity, how they implement diversity curriculum, whether they examine their own experiences of diversity, and how they addressed students' and their own intersectionality. Findings from in-depth, semistructured interviews show three emerging meaning units: facilitating diversity, managing intersectionality, and faculty self-reflection. Firsthand accounts of faculty lived experiences can help inform best teaching approaches and how to move students from culturally competent to culturally humble rooted in anti-racist social work practice. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10437797 |
| DOI: | 10.1080/10437797.2026.2646174 |
