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Abstract This article proposes a model of teaching diversity in social work education that includes significant content on White privilege. The authors first discuss some limitations of social work's current multicultural framework. Next, they introduce concepts and pedagogical strategies concerning White identity and privilege that are drawn from multicultural teacher training programs. Based on this literature, the authors argue that teaching about White privilege is fundamental to understanding the systematic oppression of people of color and raising self-awareness about social workers' roles and responsibilities with culturally diverse clientele. Concrete suggestions are offered for infusing this material across the curriculum and grappling with student resistance.
Abrams et al. (Mon,) studied this question.