Social Work Education on Transgender and Gender Nonconforming People: Application of an Intersectional Feminist Lens and Suggested Classroom Exercises

Abstract

ABSTRACT This paper argues for the application of Intersectional Feminist theoretical lens to social work pedagogy and provides sample educational activities, from simple to complex, which apply this lens to bachelors, masters, and doctoral social work levels. All social workers must be prepared to work effectively with transgender and gender nonconforming (TGNC) people. This work relies on social workers’ knowledge, skills, and self-awareness. Social workers who lack knowledge, skills, and self-awareness of the dimensions of gender diversity can create barriers to care for TGNC people. Increasingly, research on social work education and professional social work organizations are encouraging and expanding guidelines for effective practices with TGNC people. Much of this guidance stresses discrete practices rather than situating practice within a broader theoretical framework. Rather than adding to general guidance, we advocate for the application of an Intersectional Feminist lens in teaching social workers dimensions of gender diversity. Applying an Intersectional Feminist lens to social work education creates a context to frame educational activities and facilitates students’ self-discovery of personally and socially held conceptions and biases related to gender. We include activities to help those teaching social work infuse this lens into pedagogy across levels of teaching social work.