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Yet another minority issue or good news for all? Approaching LGBT issues in European social work education
- Authors:
- NOTHDURFTER Urban, NAGY Andrea
- Journal article citation:
- European Journal of Social Work, 20(3), 2017, pp.374-386.
- Publisher:
- Taylor and Francis
This article addresses the questions of why to include and how to approach LGBT issues in the context of European social work education. Referring to social work’s commitment to LGBT people, the article points out its ongoing relevance as questions of marginalisation and discrimination point far beyond formal equality in legislation and normalisation of homosexuality within existing societal institutions. Furthermore, new questions and dynamics in rapidly changing and highly diverse societal contexts bring about new challenges in addressing LGBT issues. Against this background, the article discusses problems of representation and knowledge and underlines the potential of a queer approach. A queer perspective questions taken-for-granted assumptions about sexual orientation, gender identity and intimate relationships. It challenges normalising categories of sex, gender and desire and brings out possibilities existing beyond the heteronormative order. This way, it offers social work education a powerful theoretical lens to address issues on sexual orientation and gender identity not only as yet another minority issue, but as transversal matter and as good news for all. (Edited publisher abstract)
Thinking about queer theory in social work education: a pedagogical (in)query
- Author:
- MACKINNON Kinnon V. Ross
- Journal article citation:
- Canadian Social Work Review, 28(1), 2011, pp.139-144.
- Publisher:
- Canadian Association for Social Work Education
This article argues that anti-oppressive social work education has the unintended consequence of reinforcing differences between heterosexual and non-heterosexual sexualities. It draws upon queer theory as a way to open up discussions around a wide range of sexualities in the classroom. Whereas a sexual minority oppression model demarcates a binary of privileged straight folks and a marginalised queer community, queer theory remains open to the nuances and complexities of sexuality, power, desire, and subjectivity. The aim is to encourage social work educators to engage with queer theory as a pedagogical tool for expanding ideas around sexuality and exploring fantasies of sexual difference.
Implementing a graduate social work course concerning practice with sexual and gender minority populations
- Authors:
- BRAGG Jedediah E., et al
- Journal article citation:
- Journal of Gay and Lesbian Social Services, 32(1), 2020, pp.115-131.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The course Social Work With Sexual and Gender Minorities was offered as a summer social work elective in the Master of Social Work (MSW) program at a Midwestern university over two consecutive years. The purpose of the course was to provide students with a broad overview of the needs facing sexual and gender minority (SGM) populations and to prepare them for social work roles ranging from research, practice, and advocacy. One-way repeated measures ANOVAs were used to test for changes in students’ self-reported levels of lesbian, gay, bisexual, and transgender (LGBT) clinical skill development and general knowledge regarding practice with SGM populations. Results show significant increases in self-reported levels of LGBT clinical skill development and also in general knowledge related to practice with SGM populations. A content analysis of students’ responses on course evaluations revealed five themes: satisfaction with the course, recommending others take the course, acquisition of new information, importance of the information to practice, and the usefulness of the simulation assignment. (Publisher abstract)
The nature of incoming graduate social work students' attitudes toward sexual minorities
- Authors:
- JAFFEE Kim D., DESSE Adrienne B., WOODFORD Michael R.
- Journal article citation:
- Journal of Gay and Lesbian Social Services, 28(4), 2016, pp.255-276.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Competent social work practice with sexual minorities requires educators to identify factors that can be addressed in the graduate social work curriculum to foster affirming attitudes among students. This study explored the attitudes incoming master of social work (MSW) students hold toward sexual minorities, utilising a scale that addresses contemporary subtle biases toward lesbian, gay, and bisexual (LGB) people, rather than overt, fear- and morality-based objections measured in previous studies. The authors explored the role of race/ethnicity, age, sex, sexual orientation, religiosity, political ideology, perceived biological causation of sexual orientation, and LGB social contacts on students' attitudes toward sexual minorities. Multivariable linear regression results suggest that being African American/Black (versus White), older, and heterosexual (versus sexual minority), and greater religiosity (importance of religion and frequency of service attendance) and conservative political ideology, predicted less affirming attitudes, while greater endorsement for genetic causation of sexual orientation and exposure to LGB friends and immediate family members each predicted more affirming attitudes among our sample. (Edited publisher abstract)
‘So, what about homosexuals?’-views on homosexuality among social work students in Crete, Greece
- Authors:
- PAPADAKI Vasileia, PAPADAKI Eleni
- Journal article citation:
- European Journal of Social Work, 14(2), 2011, pp.265-280.
- Publisher:
- Taylor and Francis
Discrimination on the basis of sexual orientation is widespread in many of the Mediterranean countries, particularly Greece. Homophobic attitudes held by social workers are likely to reduce the effectiveness of services provided to homosexual clients. This quantitative study sought to investigate the views of students in the Social Work Department of the Technological Educational Institute (TEI) in Crete regarding homosexuality and how they respond to homosexuals in everyday life. All 186 students who had completed the first 2 years of study agreed to fill in a questionnaire. Some 52.1% of the respondents assessed their general attitude as ‘rather positive’ or ‘positive’, while 40.9% identified themselves as ‘neutral’. Overall, the majority of students did not feel threatened or uncomfortable around homosexuals in everyday life; still, a significant number (33.9–39.5%) would not treat a gay man or lesbian as they would treat heterosexuals. The major factors influencing their attitude towards and comfort with homosexuals were lack of contact with homosexuals and religiosity. A significant number of students (57.8%) stated they had been ‘a little’ or ‘not at all’ informed on homosexuality issues during their social work training, indicating a significant gap in the curriculum.
Support of sexual orientation and gender identity content in social work education: results from national surveys of U.S. and Anglophone Canadian faculty
- Authors:
- FREDRIKSEN-GOLDSEN Karen I., et al
- Journal article citation:
- Journal of Social Work Education, 47(1), Winter 2011, pp.19-35.
- Publisher:
- Council on Social Work Education
Current social work education accreditation policies and standards in the United States and Canada mandate the inclusion of content and curriculum related to diversity such as sexual orientation and gender identity. This article explores the support for these policy mandates among social work faculty charged with achieving these objectives. A web-based survey was sent to MSW-teaching faculty in the United States and Anglophone schools in Canada; 175 responses were received from the U.S. and 152 from Canada. The survey included questions concerning support for content on lesbian, gay, bisexual and transgender (LGBT) populations and concomitant types of oppression, faculty attitudes concerning LGBT people and issues, the availability of LGBT curriculum resources and the willingness to use them. The findings showed that faculty in either country are generally supportive of including LGBT content but report significantly more support for content on LGBT populations as compared to the types of oppression experienced. Significant predictors of support for LGBT content include being female, younger, non-White/non-European, having positive LGBT social attitudes, and the availability of resources on transgender related issues. The findings suggest that faculty development should address the social attitudes among faculty as well as integrate gender identity into diversity discourse in social work education.
An academic course that teaches heterosexual students to be allies to LGBT communities: a qualitative analysis
- Authors:
- JI Peter, du BOIS Steve N., FINNESSY Patrick
- Journal article citation:
- Journal of Gay and Lesbian Social Services, 21(4), October 2009, pp.402-429.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Allies are members of the dominant heterosexual social group who provide support and advocacy for the lesbian, gay, bisexual, and transgender (LGBT) communities. In this context, the term ally signifies a member from a group that joins and unites with a member of an oppressed group because of an understanding of the struggles the oppressed group faces. This paper describes a theory of LGBT ally identity development, integrating the following theories: multicultural counselling theory; self-concept formation theory; and social identity theory. This theory of LGBT ally identity development was used to design a University of Illinois course to train heterosexual students to be allies with LGBT communities. Students participated in interviews and activities with LGBT people, presented seminars on LGBT topics, and wrote papers about these experiences. A subsequent analysis of their reactions suggested that initially, students perceived themselves as lacking in credibility to be allied with this community, but, after interacting with LGBT communities, students gained the knowledge, attitudes, and skills they needed to be confident in supporting and advocating for LGBT persons.
Sexuality and religion: from the court of appeal to the social work classroom
- Authors:
- MASON Karl, COCKER Christine, HAFFORD-LETCHFIELD Trish
- Journal article citation:
- Social Work Education (The International Journal), 41(1), 2022, pp.77-89.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This paper critically reviews the case of a social work student whose professional training was terminated by his University. This followed the student’s expression of his religious views about homosexuality on a public social media platform. The student sought a judicial review of this decision on human rights grounds. The High Court dismissed the student’s challenge but the Court of Appeal overturned this decision to dismiss on the grounds of proportionality and referred the student back to the University to determine further action. This case is discussed in the context of the complicated positions taken up during the process leading to this legal Judgment, as they have implications for curriculum and pedagogical strategies, fitness to practice processes, and the experience of LGBTQ+ students. The discussion considers how, in light of this Judgment, social work educators can continue to address sexuality as a social justice issue. Critical and queer perspectives can support transformative learning where binary thinking about sexuality and religion is challenged and students can appreciate the impact of their values on others. Recommendations are made for addressing disparities in how sexuality, sexual, and gender diversity are addressed in professional education.
“My church teaches homosexuality is a sin” religious teachings, personal religious beliefs, and MSW Students’ attitudes toward sexual minorities
- Authors:
- WOODFORD Michael R., et al
- Journal article citation:
- Journal of Religion and Spirituality in Social Work, 40(2), 2021, pp.216-235.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Religious social work students often report less-affirming LGB attitudes, which is often attributed to anti-LGB religious teachings. Yet research often overlooks one’s beliefs about their denomination’s LGB teachings. We examine the association between MSW students’ LGB attitudes, syncretism between religious teachings that “homosexuality is a sin” and students’ beliefs about these teachings, and the influence of religiosity on syncretism. Results suggest that personal views about one’s denomination’s teachings matter, representing a point for educational intervention. Findings highlight the importance of creating opportunities for students belonging to anti-LGB denominations to reflect critically on religious teachings as part of their education. (Edited publisher abstract)
Queering Canadian social work accreditation standards and procedures: a content analysis
- Authors:
- MULE Nick J., KHAN Maryam, McKENZIE Cameron
- Journal article citation:
- Social Work Education (The International Journal), 39(3), 2020, pp.288-301.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This paper reviews and critically analyzes the Canadian Association for Social Work Education—Association Canadienne Pour La Formation En Travail Social’s (CASWE-ACFTS’) Accreditation Standards and Procedures from a Sexual Orientation Gender Identity and Expression (SOGIESC) lens to examine how such are addressed in relevant documents. The CASWE-ACFTS Queer Caucus undertook a lead role in examining ‘diversity’ in the documents as it serves as an umbrella term for SOGIESC and other intersecting positionalities. This paper iterates an initial response in the CASWE-ACFTS Queer Caucus’ ongoing consultation with the CASWE-ACFTS’s Education Policy Committee’s work on Education Policy and Accreditation Standards 2019 (EPAS2019). The content analysis of the documents reveals that SOGIESC issues are not adequately addressed and this has implications for undergraduate and graduate social work curricula in Canada. The authors provide recommendations that address the integration of SOGIESC in CASWE-ACFTS’s Accreditation Standards and Procedures documents. (Publisher abstract)