关于种族和种族主义的对话:对最近毕业的城市垃圾校友课堂经验的定性研究

IF 1.4 Q2 SOCIAL WORK

SMITH COLLEGE STUDIES IN SOCIAL WORK Pub Date : 2022-01-02 DOI:10.1080/00377317.2022.2026854

Bryan Warde, J. Kahn, J. Greenberg

{"title":"关于种族和种族主义的对话:对最近毕业的城市垃圾校友课堂经验的定性研究","authors":"Bryan Warde, J. Kahn, J. Greenberg","doi":"10.1080/00377317.2022.2026854","DOIUrl":null,"url":null,"abstract":"ABSTRACT Discussing race and racism in classroom settings presents challenges for instructors and students alike. Although studies have shown that these conversations are difficult, the literature on higher education classrooms in general and social work education is sparse. This qualitative study used focus groups to explore the perceptions and experiences of 28 recent MSW graduates discussing race and racism in their MSW courses. Analysis of the data revealed four themes: the variability in experience of discussion, pedagogical techniques and the role of the instructor, participants’ emotional reactions, and advice for instructors. The findings imply that classroom discussions about race and racism must be intentional and comprehensive. Central to this are instructors who acknowledge their positionality and its impact on classroom dynamics.","PeriodicalId":45273,"journal":{"name":"SMITH COLLEGE STUDIES IN SOCIAL WORK","volume":"92 1","pages":"28 - 47"},"PeriodicalIF":1.4000,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Conversations about Race and Racism: A Qualitative Study of the Classroom Experiences of Recently Graduated MSW Alumni\",\"authors\":\"Bryan Warde, J. Kahn, J. Greenberg\",\"doi\":\"10.1080/00377317.2022.2026854\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Discussing race and racism in classroom settings presents challenges for instructors and students alike. Although studies have shown that these conversations are difficult, the literature on higher education classrooms in general and social work education is sparse. This qualitative study used focus groups to explore the perceptions and experiences of 28 recent MSW graduates discussing race and racism in their MSW courses. Analysis of the data revealed four themes: the variability in experience of discussion, pedagogical techniques and the role of the instructor, participants’ emotional reactions, and advice for instructors. The findings imply that classroom discussions about race and racism must be intentional and comprehensive. Central to this are instructors who acknowledge their positionality and its impact on classroom dynamics.\",\"PeriodicalId\":45273,\"journal\":{\"name\":\"SMITH COLLEGE STUDIES IN SOCIAL WORK\",\"volume\":\"92 1\",\"pages\":\"28 - 47\"},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2022-01-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"SMITH COLLEGE STUDIES IN SOCIAL WORK\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/00377317.2022.2026854\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"SOCIAL WORK\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"SMITH COLLEGE STUDIES IN SOCIAL WORK","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/00377317.2022.2026854","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"SOCIAL WORK","Score":null,"Total":0}

引用次数: 2

摘要

在课堂上讨论种族和种族主义对教师和学生来说都是一个挑战。尽管研究表明，这些对话是困难的，但关于高等教育课堂和社会工作教育的文献很少。本定性研究采用焦点小组的方法，探讨了28名最近的城市固体废物毕业生在他们的城市固体废物课程中讨论种族和种族主义的看法和经历。对数据的分析揭示了四个主题:讨论经验的可变性、教学技巧和教师的角色、参与者的情绪反应以及对教师的建议。研究结果表明，关于种族和种族主义的课堂讨论必须是有意的和全面的。这一点的核心是教师承认自己的地位及其对课堂动态的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Conversations about Race and Racism: A Qualitative Study of the Classroom Experiences of Recently Graduated MSW Alumni

ABSTRACT Discussing race and racism in classroom settings presents challenges for instructors and students alike. Although studies have shown that these conversations are difficult, the literature on higher education classrooms in general and social work education is sparse. This qualitative study used focus groups to explore the perceptions and experiences of 28 recent MSW graduates discussing race and racism in their MSW courses. Analysis of the data revealed four themes: the variability in experience of discussion, pedagogical techniques and the role of the instructor, participants’ emotional reactions, and advice for instructors. The findings imply that classroom discussions about race and racism must be intentional and comprehensive. Central to this are instructors who acknowledge their positionality and its impact on classroom dynamics.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

SMITH COLLEGE STUDIES IN SOCIAL WORK SOCIAL WORK-

CiteScore

1.50

自引率

10.00%

发文量

期刊介绍： Smith College Studies in Social Work focuses on the vital issues facing practitioners today, featuring only those articles that advance theoretical understanding of psychological and social functioning, present clinically relevant research findings, and promote excellence in clinical practice. This refereed journal addresses issues of mental health, therapeutic process, trauma and recovery, psychopathology, racial and cultural diversity, culturally responsive clinical practice, intersubjectivity, the influence of postmodern theory on clinical practice, community based practice, and clinical services for specific populations of psychologically and socially vulnerable clients.