Willie Gertrude Brown and the Unsettling of Black Settlements: Lessons for Community-Engaged Practice and Social Work Education

McCutcheon, Kendra P. DeLoach

doi:10.1891/2474-8684.3.1.110

Cited by 4 publications

(5 citation statements)

References 14 publications

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“…(Richmond, 1917, p. 414). Finally, historical analysis of social work's White forerunners must also reconcile that Black social workers of the Progressive Era were sidelined from the work of White social workers (McCutcheon, 2019). Scholars have begun to document the stories of how Black social work leaders could not depend on or wait on White social work leaders and, therefore, developed parallel educational and service systems themselves (Bent-Goodley et al, 2017;Carlton-Laney, 1999;Hounmenou, 2012;McCutcheon, 2019;Rasheem & Brunson, 2018).…”

Section: Excavating Bipoc Roles and Influencesmentioning

confidence: 99%

Whitewashing of Social Work History

Wright

Carr

Akin

2021

ASW

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Severe racial inequity has characterized the incorporation of ethnic minorities’ contributions to U.S. history and advancements (Sandoval et al., 2016). These disparities are inextricably connected to White Supremacist ideologies and practices, and are perpetuated in higher education through textbooks, pedagogy, and research. Social work, like many disciplines, teaches about its early roots with a whitewashed historical lens. Indeed, review of the social work literature reveals the scarcity of attributions to Black, Indigenous, and other People of Color (BIPOC). Without a more racially diverse perspective on social work’s history, social work scholars promote and sustain White Supremacy. The implications of this are crucial since social work education is predominantly populated by privileged White students who adopt this mentality, unaware of Black, Brown, Latino, Asian, Native or Other ethnic “Jane Addams” who have massively promoted the social welfare of communities for decades without historical recognition or the privileged positions of Addams and Richmond. Historical distortions also potentially discourage BIPOC social work students’ self-efficacy and future efforts to contribute and excel in the discipline. To properly address this issue, social work history must be refaced with a more equitable and just lens. This review seeks to address the gap in the literature pertaining to the need for a greater integration and infusion of racially diverse social work historical contributions in several ways. Recommendations will be made for future research in this area to dismantle racist perspectives in social work history, and strategies will be offered to help social work educators and researchers address this critical issue.

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Section: Excavating Bipoc Roles and Influencesmentioning

confidence: 99%

Whitewashing of Social Work History

Wright

Carr

Akin

2021

ASW

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“…The profession should be resolute in including these counternarratives, given the deference given to the Social Work Code of Ethics that governs practice and professional interpersonal behavior for social workers (NASW, 2017). By addressing the centering of Whiteness throughout social work education, we examine the assumptions buttressing these narratives, the lack of critical analysis regarding the ahistoricism of social work history, the ways that White supremacy has infiltrated the profession (DeLoach McCutcheon, 2019), and the marginalization and omission of the contributions of women of color in social work education (Spanierman & Soble, 2010). This process would lend itself to substantive discussions regarding the longterm, systemic effects of racism, and its pervasiveness throughout formal and informal institutions in the social work profession.…”

Section: Reaffirm Social Work's Commitment To Addressing Racismmentioning

confidence: 99%

How Racism Against BIPOC Women Faculty Operates in Social Work Academia

Azhar

McCutcheon

2021

ASW

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In this article, we seek to highlight the ways in which we, as two female social work faculty members whose racial/ethnic identities fall into the categories of Black, Indigenous, and other People of Color (BIPOC), have experienced racism and White supremacy within predominantly White institutions in the United States. We seek to clarify that these experiences are not unique to any particular institution or university, but rather reflect systemic racism and the upholding of White supremacy in higher education in social work throughout the United States. We highlight the differential vulnerability faced by BIPOC women in academia, which are often unaddressed in the pursuit of what is seen to be an egalitarian or colorblind merit review. Bearing in mind our reflexivity on our positionalities, we share personal narratives regarding our own marginalization within White spaces and the emotional labor that we are often asked to carry for the institutions within which we work. We will elucidate experiences of tokenization or assumed intellectual inferiority by our peers. Given the current sociopolitical moment and the heightened awareness of diversity, equity and inclusion efforts within universities, we also reflect on how institutions of higher education, and particularly schools of social work, can move beyond simply hiring more people of color or conducting diversity trainings to ensuring that BIPOC women are more fully included in their roles within universities as faculty, administrators, staff and students.

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“…Day and Schiele (2012) explain that COS existed to uphold industrial capitalism through subduing dissension among the poor and maintaining a low-wage workforce. Similarly, the Settlement House Movement upheld oppressive practices by excluding Black residents, further expanding social work's foundational racism (McCutcheon, 2019). Gary and Gary (1994) discuss that the divisiveness and discrimination apparent in the foundation of the social work profession is inherent to social work education.…”

Section: Journey To Practicummentioning

confidence: 99%

The Cost of Being Black in Social Work Practicum

Johnson

Archibald

Estreet

et al. 2021

ASW

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The social work profession is not exempt from fueling institutional racism, which affects the provision of social work practicum education for Black social work students. This article highlights how the historical and current social cost of being Black in the United States presents itself within social work education’s signature pedagogy. Social workers who hold bachelor’s degrees in social work (BSW) are more likely to be Black than those holding master’s degrees in social work (MSW; Salsberg et al., 2017). It takes Black students longer to earn an MSW degree though they are more likely to hold a BSW while also having work experience related to the social work profession; this is indicative of a flawed system. The implications of this are explored by highlighting social work’s historical context and the role privilege holds within a profession charged with working towards social justice. Critical Race Theory (CRT) is utilized to unearth how the current state of social work practicum upholds a culture of white supremacy through covertly racist requirements and practices. Case examples are utilized to demonstrate the challenges Black students face as social work practicum mimics oppressive practices and perpetuates disparities in the social work landscape. Additionally, this article explores oppression’s role in treating vulnerable social work students and how that treatment is reflected in the workforce, ultimately informing service delivery.

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Willie Gertrude Brown and the Unsettling of Black Settlements: Lessons for Community-Engaged Practice and Social Work Education

Cited by 4 publications

References 14 publications

Whitewashing of Social Work History

Whitewashing of Social Work History

How Racism Against BIPOC Women Faculty Operates in Social Work Academia

The Cost of Being Black in Social Work Practicum

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