Understanding Social Justice in Social Work: A Content Analysis of Course Syllabi

Abstract

In spite of the importance of social justice to the profession of social work, little research exists on the topic, contributing to what some have called a “conceptual muddle.” To help clarify the professions understanding of social justice, this study analyzed a representative sample of social justice syllabi ( N=31). To analyze the textual data, keyword, cluster, and linking analyses were preformed. The findings suggest that (a) some groups and issues are highlighted at the expense of others and (b) a four-dimensional conceptualization of social justice may be embedded in course syllabi, implicitly informing professional discourse. The results are discussed in light of recent professional controversies related to social justice.

Multicultural Curriculum and MSW Students' Attitudes about Race and Diversity

“…General pedagogical approaches to multicultural education are discreet coursework, infusion across the curriculum, or a combination of the two (McHatton, Keller, Shircliffe, & Zalaquett, 2009), and social work education generally utilizes these same methods to incorporate culturally competent practice and social justice content into the curriculum (Hong & Hodge, 2009). Although both methods have been shown to positively impact students' attitudes toward culturally different groups, challenges to doing so well also have been identified such as student engagement; faculty knowledge, skills, and comfort; time constraints; poorly defined outcome expectations; and inadequate assessment tools (McHatton et al, 2009).…”

“…The Humanitarianism-Egalitarianism Scale (Hong & Hodge, 2009) is a 10-item instrument designed to measure "adherence to the democratic ideals of equality, social justice, and concern for the others' wellbeing" (p. 894). The scale has a six-point response format ("strongly disagree" to "strongly agree").…”

Advancing Human Rights and Social and Economic Justice: Developing Competence in Field Education

“…Social Justice and Social Work Education Despite its importance to the profession and prominence in social work policies, very few empirical studies have focused on social justice in social work education (Havig 2013;Hong and Hodge 2009). A first step is to identify what students are taught about social justice during a formative time of professional development.…”

“…A first step is to identify what students are taught about social justice during a formative time of professional development. Hong and Hodge (2009) conducted a content analysis of syllabi (n = 31) from social justice courses in CSWE-accredited schools of social work. Their exploration surfaced an implicit conceptualization of social justice embedded in the syllabi, which is summarized as the following: BBased on the professional values of social work, social justice is a process of taking action to Bdo justice^and an outcome of achieving justice-related goals and overcoming injustices, particularly for vulnerable groups in society^(p. 215).…”

A Case-based Collaborative Learning Model for Teaching Advocacy

“…Advocacy is one of social workers' key activities used to promote social justice and social change. In fact, in a content analysis of social justice syllabi, advocacy-along with political activism and legislative action-frequently appeared to represent the 'process' of reaching social justice-related goals, particularly for vulnerable groups in society (Hong & Hodge, 2009).…”