ABSTRACT

This article examines how structural racism amplified the direct and indirect effects of COVID-19 for African American, Asian/Asian American, and Latino/a/x and Hispanic social work students during the unplanned transition to synchronous and asynchronous education at three social work programs across the United States, creating additional educational barriers. The aim of the article is threefold. First, centering critical race theory, it discusses the experience of African Americans, Asian/Asian Americans, and Latino/a/x and Hispanic students at three different institutions across the country. Second, it highlights the structural challenges faced by social work students of historically, racially, and ethnically oppressed communities and the lessons learned from the social work programs’ pandemic response. Third, social work faculty lessons learned suggest ways to better meet the needs of historically, racially, and ethnically oppressed social work students, and the integration of critical race theory to diminish the effects of structural racism in social work programs’ future educational plans in response to COVID-19, or a similar health crisis.AQ>your abstract is 162 words; the maximum allowed is 120 words</AQ>

摘要

本文研究了结构性种族主义如何在三个社会工作项目计划外向同步和异步教育过渡期间，放大了 COVID-19 对非裔美国人、亚裔/亚裔美国人、拉丁裔/a/x 和西班牙裔社会工作学生的直接和间接影响在美国各地，造成额外的教育障碍。这篇文章的目的是三重的。首先，以批判种族理论为中心，讨论了美国三个不同机构的非裔美国人、亚裔/亚裔美国人以及拉丁裔/a/x 和西班牙裔学生的经历。其次，它突出了历史、种族和民族受压迫社区的社会工作学生面临的结构性挑战，以及从社会工作项目应对大流行病的经验教训。第三，社会工作教师的经验教训提出了更好地满足历史、种族和民族受压迫社会工作学生需求的方法，以及整合批判种族理论以减少社会工作项目未来教育计划中结构性种族主义的影响，以应对 COVID -19，或者类似的健康危机。AQ>你的摘要是162个字；最大允许为 120 个字</AQ>