Black Male Bodies in White Female Spaces: Power, Dominance, and Myth in Social Work Education.
In 2008, the Council for Social Work Education re-envisioned its accreditation framework. The primary intent was to advance more equitable social work educational environments, which required highlighting curriculum content, and the culture of human interchange. Still, little has been provided regar...
| Publicado en: | Journal of Social Work Education Vol. 60; no. 3; pp. 406 - 419 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Taylor & Francis Ltd
Summer2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=180231424&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 180231424 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10437797 SWE jtl: Journal of Social Work Education issn: 10437797 maglogo: Y pubinfo: dt: Summer2024 vid: 60 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 180231424 10.1080/10437797.2024.2337368 ppf: 406 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P size: 405KB tig: atl: Black Male Bodies in White Female Spaces: Power, Dominance, and Myth in Social Work Education. aug: au: Bryant, Danté D. Voisin, Dexter su: Power (Social sciences) Curriculum School environment Gender role Social workers African Americans Interviewing Sex distribution Social work education Psychology of men Mythology Social theory Teaching methods Social norms Students Social dominance Race Racism Student attitudes Phenomenology Thematic analysis sug: subj: Power (Social sciences) Curriculum School environment Gender role Social workers African Americans Interviewing Sex distribution Social work education Psychology of men Mythology Social theory Teaching methods Social norms Students Social dominance Race Racism Student attitudes Phenomenology Other Individual and Family Services Thematic analysis ab: In 2008, the Council for Social Work Education re-envisioned its accreditation framework. The primary intent was to advance more equitable social work educational environments, which required highlighting curriculum content, and the culture of human interchange. Still, little has been provided regarding their intersectional effects on classroom culture, or students' educational experiences. To respond to this gap, this study explores the realities of 17 African-American male social work students attending predominantly White collegiate institutions. Interpretive phenomenological analysis, social dominance theory, and Foucauldian power were used to explore and contextualize participants' experiences. Major findings highlight the nuanced ways gender and race intersect with power, curriculum, and pedagogical practices to protect and promote historically normative structures of racial dominance within social work education. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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