The Stories We Tell
Examining the Persistence and Impacts of Normative-Whiteness and White Supremacy Within Social Work Education
DOI:
https://doi.org/10.18060/24158Keywords:
Normative-whiteness, whiteness, White supremacy, social work educationAbstract
Although there is a growing body of literature denoting social work’s efforts to engage many of the internal racial challenges it faces, there remains a paucity of research exploring the impacts of normative-whiteness and White supremacy within the profession. In an effort to address this gap in the literature, this investigation uses quantitative survey responses from 167 non-racially specific, currently active, social work faculty and administrators, and 12 qualitative interviews with African American, currently active, social work faculty and administrators to gain a more lucid understanding of how they view the roles and impacts of whiteness and White supremacy within Social Work. Thematic findings from this investigation include narratological-deception, epistemological-omission, and a divided-profession. Implications for social work suggest the need to equitably incorporate the contributions of racially underrepresented populations, while critically engaging and responding to the “why,” “how,” and “impacts” of their historical omission.
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