ABSTRACT

This survey of BSW students (N=909) reports on their experiences with microaggressions in their social work education. About one third (31.8%) of participants reported experiencing a microaggression committed by a social work faculty member. A relationship was found between experiencing a microaggression and participants’ social identities, specifically gender, gender identity, sexual orientation, socioeconomic status, disability or ability, and region of the United States where they were raised. Qualitative data describing the microaggressions revealed 6 themes about the instructor’s behavior: devalues, discriminates, or stereotypes; only accepts some viewpoints and shuts down diverse perspectives; makes assumptions about the student’s background; uses the instructor’s position to further an agenda or opinion or fails to intervene; refuses to acknowledge diverse identities in the classroom; and omits curricular content on some social identities. Implications for social work education and recommendations to prevent, reduce, and address microaggressions in social work education are identified and discussed.

摘要

本次 BSW 学生调查（N=909) 报告了他们在社会工作教育中的微攻击经历。大约三分之一（31.8%）的参与者报告说经历过社会工作教员的微攻击。发现经历微攻击与参与者的社会身份之间存在关系，特别是性别、性别认同、性取向、社会经济地位、残疾或能力，以及他们长大的美国地区。描述微攻击的定性数据揭示了关于教师行为的 6 个主题：贬低、歧视或刻板印象；只接受一些观点，关闭不同的观点；对学生的背景做出假设；利用讲师的职位推进议程或意见或不干预；拒绝承认课堂上的不同身份；并省略了有关某些社会身份的课程内容。确定并讨论了对社会工作教育的影响以及预防、减少和解决社会工作教育中的微攻击的建议。