Facing Structural Inequality: Students' Orientation to Oppression and Practice with Oppressed Groups

Hancock, Tina U.; Waites, C.; Kledaras, Constantine G.

doi:10.5175/jswe.2012.201000078

Cited by 13 publications

(9 citation statements)

References 17 publications

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“…On one hand, LGBT individuals became more efficacious to advocate for their rights and realized their own competence and agency to bring about social change (Wagaman, 2016;Watts & Flanagan, 2007). On the other hand, they also recognized that SOGI-based oppression was a structural phenomenon, which needed to be tackled collectively (Hancock, Waites, & Kledaras, 2012). It therefore triggered greater intention to participate in collective action to overcome injustice.…”

Section: Discussionmentioning

confidence: 99%

Liberating and Empowering Effects of Critical Reflection on Collective Action in LGBT and Cisgender Heterosexual Individuals

Chan

Mak

2019

American J of Comm Psychol

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Critical consciousness represents the transformation from a passive target of oppression to an active actor with an increased capacity to analyze and negotiate conditions of oppression. It is considered as an antidote for oppression that can liberate people from oppressive ideologies and empower them to resist social injustice. Building on the theory of critical consciousness and the Social Identity Model of Collective Action, this paper examined the liberating and empowering effects of critical reflection on collective action for minority rights. Results of a cross‐sectional study in 1,050 LGBT individuals (Study 1) showed that critical reflection was associated with lower levels of internalized oppression and higher levels of collective efficacy, which in turn were associated with greater intentions to undertake collective action for LGBT rights. Findings from a prospective longitudinal study in 428 cisgender heterosexual individuals (Study 2) indicated that critical reflection was associated with lower levels of internalized domination and heightened levels of efficacious beliefs, which positively predicted actual participation in collective action at a subsequent wave. The findings supported the effects of critical reflection on collective action mobilization and offered leads for future research and praxis on how to orient different sectors of society to work toward social equity.

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Section: Discussionmentioning

confidence: 99%

Liberating and Empowering Effects of Critical Reflection on Collective Action in LGBT and Cisgender Heterosexual Individuals

Chan

Mak

2019

American J of Comm Psychol

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“…Such mapping will contribute to the evaluation of social work studies and training programs for social workers and related professionals, in terms of the extent to which they promote the social model. It will also enable comparing the perceptions of social workers and other professionals, identifying explanatory factors in the shaping of these perceptions, and predicting other issues and perceptions related to the profession's commitment to social justice and marginalized groups (Hancock, Waites, & Kledaras, ). Finally, this tool will allow us to examine the implications of attitudes and perceptions towards disabled persons for professional practice and their social integration.…”

Section: Discussionmentioning

confidence: 99%

Perceptions towards disability among social work students in Israel: Development and validation of a new scale

Holler

Werner

2018

Health Soc Care Community

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Over the last decades, the disability movement has been advocating for a paradigmatic shift in how disability is perceived and managed: from a medical or individual perspective focusing on the person's body and mind to a social perspective emphasizing the context and barriers of disability. However, we still know little about the perceptions of helping professionals, particularly social workers who work closely with disabled people. Thus, the aim of the current study is to develop and validate a scale-Perceptions Toward Disability Scale (PTDS)-to measure how social workers view disability: as an individual or social category. This paper describes the three phases of the scale's construction. First, scale items were formulated and its content validity was examined. Next, a pilot of 30 social workers completed a questionnaire and an initial exploratory factor analysis was conducted. In the third and main phase, the final draft was completed in 2016 by 565 Israeli social work students to assess its psychometric properties. Both exploratory and confirmatory factorial validity and discriminant validity analyses were conducted. The results of a confirmatory factor analysis revealed two distinct factors: an individual perspective of disability comprised of eight items (α = 0.77) and a social perspective of disability comprised of ten (α = 0.66). Subsequent analyses supported the scale's discriminant validity as indicated by the lack of an association between the Attitude Toward Disabled Persons Scale (ATDP) and the social model subscale (r = .13, p = .19) and by the weak negative relation with the individual model subscale (r = -.25, p = .01). These findings show that the PTDS possesses promising construct validity and provide support for its utility. This easy-to-administer instrument offers several practical benefits and can serve as a framework for further empirical research regarding social work practice with disabled people.

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“…Most multiple-issue oppression curricula appear to focus on oppression related to race/ethnicity, gender, and sexual orientation (e.g., Hancock, Waites, & Kledaras, 2012;O'Neal, 2012;Phan et al, 2009;Snyder, Peeler, & May, 2008;Van Soest, Canon, & Grant, 2000). Oppression related to religion, social class, or age also is addressed in some courses (e.g., O'Neal, 2012;Snyder et al, 2008).…”

Section: Oppression Content About Pwmi In Social Work Educationmentioning

confidence: 98%

“…Oppression frameworks often are used in Human Behavior and the Social Environment courses or in courses concentrating on diversity. These frameworks generally aim to help students understand the concept of social groups, the role of history in creating current circumstances, intersections of diversity, the relationship between diversity and oppression, internalized oppression and privilege, and the systemic maintenance of oppression (Hancock et al, 2012;Snyder et al, 2008;Van Soest et al, 2000;Van Soest & Garcia, 2003;Young, 1990). Major expectations of these courses are that students consider their personal positions at the intersection of multiple forms of diversity, acknowledge and reflect on their own roles in maintaining systems of oppression and privilege (Hancock et al, 2012;Jani, Pierce, Ortiz, & Sowbel, 2011;O'Neal, 2012), and learn to work for social justice at multiple levels (Hancock et al, 2012;Snyder et al, 2008;Van Soest & Garcia, 2003).…”

Section: Multiple-issue Diversity and Oppression Coursesmentioning

confidence: 99%

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Teaching Note—Oppression of People With Mental Illnesses: Incorporating Content Into Multiple-Issue Diversity Courses

Holley¹,

Stromwall

Tavassoli

2015

Journal of Social Work Education

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Facing Structural Inequality: Students' Orientation to Oppression and Practice with Oppressed Groups

Cited by 13 publications

References 17 publications

Liberating and Empowering Effects of Critical Reflection on Collective Action in LGBT and Cisgender Heterosexual Individuals

Liberating and Empowering Effects of Critical Reflection on Collective Action in LGBT and Cisgender Heterosexual Individuals

Perceptions towards disability among social work students in Israel: Development and validation of a new scale

Teaching Note—Oppression of People With Mental Illnesses: Incorporating Content Into Multiple-Issue Diversity Courses

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