Abstract
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.
Highlights
In an effort to address this gap in the literature, the current investigation uses quantitative survey responses from 167 non-racially specific, active, social work faculty and administrators across institutional types, and 12 qualitative interviews with active, African American social work faculty and administrators employed by predominantly White collegiate institutions
II: Questions I How do AA faculty and Descriptive/Narrative: Please, can you tell me what roles or impacts, if any, you believe administrators perceive the role or whiteness and or white supremacy to play in social work education?
98% (n=163 of 164) expressed that they either agreed or strongly agreed that Whiteness and White supremacy are two of the primary social contexts influencing the lives of United States citizens
Summary
Background Demographic questionsNoneII: Questions I How do AA faculty and Descriptive/Narrative: Please, can you tell me what roles or impacts, if any, you believe administrators perceive the role or whiteness and or white supremacy to play in social work education?impacts of whiteness and white Prompts: supremacy within social work Can you tell me a bit more about that? education? What do you mean when you say...?III: Question II How do AA faculty and Evaluative: Please, can you tell me what roles or impact, if any, you believe whiteness administrators perceive the role or and or white supremacy have on social work practice? practice?Operational DefinitionsWhiteness: A conscious or unconscious set of cultural behaviors or practices, performed by persons who are or do identify as white, which rely upon, contribute to, or fail to challenge the production and maintenance of structures that produce White-Privilege and systemic-racism.White Supremacy: A set of conscious or unconscious beliefs, practices, or ideologies which support, perpetuate or fail to challenge the social, political, historical, economic or institutional dominance and assumed superiority of persons socially identified as White. II: Questions I How do AA faculty and Descriptive/Narrative: Please, can you tell me what roles or impacts, if any, you believe administrators perceive the role or whiteness and or white supremacy to play in social work education?. III: Question II How do AA faculty and Evaluative: Please, can you tell me what roles or impact, if any, you believe whiteness administrators perceive the role or and or white supremacy have on social work practice? Whiteness: A conscious or unconscious set of cultural behaviors or practices, performed by persons who are or do identify as white, which rely upon, contribute to, or fail to challenge the production and maintenance of structures that produce White-Privilege and systemic-racism. White Supremacy: A set of conscious or unconscious beliefs, practices, or ideologies which support, perpetuate or fail to challenge the social, political, historical, economic or institutional dominance and assumed superiority of persons socially identified as White
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