Teaching critical self-reflection through the lens of cultural humility: an assignment in a social work diversity course

Abstract

Social workers engage with marginalized groups in society. However, many social workers are of privileged groups and have not personally experienced social exclusions. This study explored social work graduate students’ evaluation of an assignment designed to encourage critical self-reflection as part of a required diversity course. The assignment approaches diversity using a cultural humility lens, which seeks to remove historical, unidimensional approaches to teaching about diverse populations. Data were collected from 47 MSW students enrolled at an urban, Midwestern university in the United States. Thematic analyses of students’ critical self-reflections revealed positive experiences regarding the influence of personal histories, development of professional identity, and importance of cultural humility.