Moving from dialogue to demonstration: assessing anti-racist practice in social work education utilizing simulation

Abstract

ABSTRACT The stark racial health disparities associated with the COVID-19 pandemic coupled with the apparent rise of white supremacy in the United States (U.S.) supports the necessity of anti-racist social work education and practice. Anti-racist practice is particularly salient given the significant numbers of Black, Indigenous, People of Color (BIPOC) served by social workers across the country. This paper highlights ways in which racism continues to permeate the country and the implications for social work practice and education, and how assessment of anti-racist practice has historically and continues to be absent in social work education. After reviewing the coming changes to the Council on Social Work Education’s (CSWE) Educational and Policy Accreditation Standards (EPAS) associated with centering anti-racism in social work education, the paper then offers a rationale for utilizing simulation in student assessment of anti-racist practice behaviors. In order to ensure that social work students are meeting the mandate associated with practicing through an anti-racist lens and are ready to effectively collaborate with BIPOC communities, social work students must be adequately assessed while engaged in their educational training.