Abstract
The purpose of this article is to describe student perceptions of their experiences around social justice discussions in the social work classroom through a qualitative, grounded theory framework. Student responses from a qualitative section of a survey were analyzed and sorted into three categories: perceived discrimination, heightened self-awareness/self-assessment, and future social work practice. Each of these categories was derived from comparable multiple themes stemming from the student responses. A conceptual model resulting from the analysis suggests that students who shared experiences of perceived discrimination during classroom discussions could develop an enhanced self-awareness, which would result in an added empathy for clients in their future social work practice. Suggestions for teaching strategies and directions for future research are also discussed.
Original language | English |
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Pages (from-to) | 199-217 |
Number of pages | 19 |
Journal | Journal of Teaching in Social Work |
Volume | 37 |
Issue number | 3 |
DOIs | |
State | Published - May 27 2017 |
Keywords
- Classroom discussions
- perceived discrimination
- social justice
- social work education
- social work students
ASJC Scopus subject areas
- Education
- Sociology and Political Science