A New Course Model for Content on Women's Issues in Social Work Education

Brandwein, Ruth A.; Wheelock, Anne

doi:10.1080/00220612.1978.10671518

Cited by 10 publications

(6 citation statements)

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“…Brandwein and Wheelock (1978) initially developed a course on women's issues, but received criticism for ignoring the issue of racism. They included a section on "Issues That Divide Women," which features material related to gender, race, class, and sexual orientation as well as the interactions among these (p. 23) .…”

Section: Teaching Content On Women Of Colormentioning

confidence: 99%

Interacting Oppressions

Morris

1993

Journal of Social Work Education

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Section: Teaching Content On Women Of Colormentioning

confidence: 99%

Interacting Oppressions

Morris

1993

Journal of Social Work Education

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“…Faculty took the CSWE suggestion seriously but were faced with the question, how best to introduce new substantive content into curriculum? A review of the literature revealed that the integration of women's content into the social work curriculum was a topic which had received considerable attention in recent years (Abramovitz, Hopkins, Olds & Waring, 1982;Brandwein & Wheelock, 1978;Coleman, 1981;Kravetz, 1982;Meisel & Friedman, 1974;Rosemann & Ruckdeschel, 1981;Schmitz, 1983;Berkun, 1984;Smith & Stuart, 1982). There seem to be two general approaches.…”

Section: Wa Tionale For Including Women's Content In the Core Culwiculummentioning

confidence: 99%

Women's Content

Ray¹,

Msw

Dsw

et al. 1991

Journal of Teaching in Social Work

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This paper describes the progress made by a school of social work toward integrating women's content into the curriculum using a feminist approach to organizing for change. The paper examines the steps taken in involvin faculty and students in planning, research, and required institutions ' i change. The resulting program IS presented. Suggestions for other program planning integration projects are included.

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“…As a result of the course, students were able to scrutinize and challenge theories that were presented in other classes. The authors warned, however, that specialized courses on women and sex roles could become isolated or relegated to an inferior status within the curriculum if they were the only ones to examine women's lives critically Brandwein and Wheelock (1978) then described their efforts at Boston University to devise a new course model to integrate women's content in social work education. The outcome of the process they described in formulating the model was an elective course &dquo;Women and Society: Perspectives for Social Work.&dquo; This course incorporated theories of human behavior and social structure and issues of social policy.…”

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confidence: 96%

Women's Content in Social Work Curricula: Separate but Equal?

Vinton¹

1992

Affilia

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There has been an ongoing debate on whether content on women's issues should be taught in a separate course or integrated throughout the social work curriculum. This study of the knowledge and attitudes of 70 undergraduate social work majors found that all the students had similar attitudes toward women's rights and feminism, but those who had taken a separate course had greater knowledge of female biological processes and the social and historical forces that have affected women. Social work has long been known as a &dquo;woman's profession.&dquo; Although men are still chosen for positions of leadership and control, today, as in the past, the majority of social work clients and practitioners are female. Hare-Mustin (1983) pointed out that diagnostic considerations, marital and family relations, reproductive problems, physical and sexual abuse, and depression are just some areas to which social workers should pay special consideration with respect to women and their point of view. In response to the women's movement and the push to consider women's &dquo;point of view,&dquo; the Council on Social Work Downloaded from 75 Education (CSWE, 1982) issued its Curriculum Policy Statement for the Master's Degree and Baccalaureate Degree Programs in Social Work Education, which stated that social work curricula must provide content on the &dquo;experiences, needs, and responses&dquo; of &dquo;special populations&dquo;: &dquo;people who have been subjected to institutionalized forms of oppression&dquo; (Standard 7.3) and women (Standard 7.5).Although it is likely that an observer could find objectives that relate to women's issues in the syllabi of individual courses, the extent and quality of the content on women in the curricula is unknown and the debate continues over whether such material should be separated or integrated. This article describes a study that evaluated these two approaches to the inclusion of women's content in relation to BSW students' level of knowledge about women's issues and their attitudes toward women's rights and feminism.Too often of late, the problems of women, particularly of women of color, have been couched in individual terms, and the social forces of sexism and racism, as well as the shared experience of women in a patriarchal society, have been overlooked (Gutierrez, 1990). Social workers must continue to respond to the oppression of women and resist this latest trend toward blaming the victim. It is imperative that social work students be educated about the forces that affect women. Only when social workers are equipped with an adequate knowledge base and egalitarian attitudes toward women can they begin to empower or increase the personal, interpersonal, and political power of female clients. BACKGROUND

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A New Course Model for Content on Women's Issues in Social Work Education

Cited by 10 publications

References 1 publication

Interacting Oppressions

Interacting Oppressions

Women's Content

Women's Content in Social Work Curricula: Separate but Equal?

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