Qualitative study explores how racial identity influences anti-oppressive skills in social work students, suggesting the importance of supportive learning environments.
Key Points
The research aims to explore how racial identity shapes the development of anti-oppressive practices among White MSW students in social work education.
Purposive sampling of 21 White MSW students from the Midwestern United States.
Conducted virtual semistructured interviews to gather qualitative data.
Utilized thematic analysis with structural coding to analyze data based on socioecological context.
Identified four key themes: effective cognitive strategies, processing emotional reactions, opportunities for diversity exposure, and external supports for growth.
Highlighted the cyclical relationship between cognitive and emotional processes relating to anti-oppressive practice development.
Emphasized the need for emotionally responsive learning environments to address negative racial feelings like fear and shame.