Description
Anti-oppressive social work means critically reflecting on your own cultural identities and how the social environment impacts these identities. Acknowledging power and privilege can be uncomfortable; however, with values of multiculturalism and social justice, social workers are committed to engaging in their own personal work and addressing social barriers clients may experience. Social workers view clients from a strengths-based perspective utilizing client strengths to support their goals, rather than pathologizing clients from the lens of the dominant culture.
For the past six weeks, you have learned about the social construction of social identities, structural inequality based on dominant and non-dominant groups, and oppressions based on sex, class, and race. While readings have continuously pointed out white privilege as the dominant group privilege, you also know that privilege is not equally distributed in groups. Intersecting identities creates unique experiences for clients. For this assignment, you draw from what you have been learning during the first part of this course and discuss strategies for anti-oppressive social work practice.
Submit a 2 to 3 page APA formatted paper in which you:
- Explain the potential impact of white privilege on clients from both dominant and minority groups (consider impact of both positive and negative stereotypes).
- Explain how intersecting identities might impact an individual’s experience (for example, race/ethnicity and gender, race/ethnicity and class, race/ethnicity and ability, race/ethnicity and sexual orientation, race/ethnicity and class).
- Providing specific examples, explain how a social worker might utilize cultural strengths when working with clients.
- Describe 4 social work skills and how a social worker might use them to engage in anti-oppressive work.
- Support ideas in paper with at least 3 course resources (please reference specific chapters, not the entire textbook) and at least one additional peer-reviewed article from the Walden library (not assigned in this course) to support your ideas.
Running head: Anti-Oppressive Social Work Practice
Anti-Oppressive Social Work Practice
Walden University
1
Running head: Anti-Oppressive Social Work Practice
2
Anti-Oppressive Social Work Practice
Social construction is a concept based on the observations of collective people in
society that have developed views about different concepts. For instance, White people
have socially constructed a dominant group, while other races and ethnicities are the
subordinate groups. This socially constructed dominant group is considered to be
privileged. However, this is not something recognized by White people. White individuals
are creating this oppression of prejudice and bias to members of the subordinate group
solely because of the color of their skin (Adams et al., 2013). White privilege can
potentially positively and negatively impact clients from both dominant and minority
groups.
Individuals belonging to the dominant group are privileged. In contrast to
minorities, White individuals are not subject to racism, prejudice, and marginalization.
They are easily able to secure job placements, receive decent salaries, and live in society
with status, completely oblivious to the fact that they are White. Unlike Whites, minorities
are reminded daily about their race. However, being a part of the dominant group can have
its disadvantages. Since there is a stigma associated with public assistance, White
individuals have difficulty collecting government benefits if they fall below the poverty
line. White individuals are expected to have higher incomes and socially part of the
working middle class. Stereotypically, others may assume that a White person accepting
public assistance may be abusing the system.
Clients belonging to the minority groups may experience great oppression
stemming from White privilege. Immigrants, or other individuals of diverse ethnicities,
may assimilate and conform to the dominant culture. This may help them become
Running head: Anti-Oppressive Social Work Practice
3
comfortable in their new societies. However, this option is also a negative impact. Leaving
their traditional roots may disconnect ties between family members and their original
culture. Additionally, White privilege may continue to marginalize individuals even if the
minority attempts to conform just because of their race and background.
An individual’s experience may also be impacted if they have intersecting
identities. Though individuals can be part of the privileged White class, gender, class, and
sexual orientation are factors of whether the social construction continues to classify them
as part of the dominant group. For example, a White male who also identifies himself as
gay may then be part of the minority group. According to Zingsheim & Golts (2011), “this
intersectionality of identity occurs both at the individual and institutional levels, forming a
complex and shifting matrix of privilege and oppression that ‘often interact materially and
rhetorically.’” Thus, intersecting identities demonstrates that privileged status can be lost
if an intersecting identity is a minority.
Social workers must utilize cultural strengths when working with clients. Focusing
on the cultural strengths of the client does not mean to ignore the struggles that clients face
as part of the subordinate group; rather, social workers should use the cultural strengths of
the client and provide them the resources to help them. In the case of Aaron, an immigrant
from the Caribbean who was criticized by his acculturated parents, the social worker
utilized cultural strengths to empower Aaron to remain true to his culture. The social
worker encouraged Aaron to tell his story and to educate him about his culture (Plummer,
Makris, & Brocksen, 2014). By using cultural strengths, the social worker was able to help
Aaron reduce his anxiety.
Running head: Anti-Oppressive Social Work Practice
4
Hines (2012) defines anti-oppressive social work practice as “an overall perspective
on practice and advocacy that encourages practitioners to think differently and openly
about power and oppression.” To ethically engage in anti-oppressive social work practice,
social workers must constantly self-reflect and eliminate their own personal biases within
themselves. On a macro level, social workers should aim to create awareness and attempt
to eliminate the socially constructed biases of society. Additionally, social workers have
an obligation to create social change on all three levels: micro, mezzo, and macro. When
working with vulnerable populations, including the LGBTQ population, African
Americans, or women, it is important to work individually, but also on a larger level in
order to create a societal change. Social workers should be empathetic and attentive to their
clients, to ensure that their clients feel understood and validated. Additionally, social
workers should also display critical thinking skills in order to help solve problems that
clients are facing as a result of marginalization and oppression.
Social workers should be culturally competent and multiculturally competent.
Social workers will not know enough about each culture. Therefore, allowing the client to
divulge how they identify will show cultural humility and allow the social worker to build
a rapport with the client. Clients struggling because they are minorities need support and
validation. The social worker must embrace their client’s culture and provide them with
the confidence to live in a society where the dominant group is the only group that
experiences privilege.
References
Running head: Anti-Oppressive Social Work Practice
5
Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga,
X. (Eds). (2013). Readings for diversity and social justice. (3rd ed.). New York,
NY: Routledge Press.
•
•
•
Chapter 1, (pp. 1-6)
Chapter 3, (pp. 15-21)
Chapter 4, (pp. 21-26)
Hines, J. M. (2012). Using an Anti-Oppressive Framework in Social Work Practice with
Lesbians. Journal of Gay and Lesbian Social Services,24(1), 23-39. doi:
10.1080/10538720.2011.611103
Plummer, S. – B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social work case studies:
Foundation year. Baltimore, MD: Laureate International Universities Publishing.
[Vital Source e-reader].
•
“Working With Individuals: The Case of Aaron”
Zingsheim, J., & Goltz, D. B. (2011). The Intersectional Workings of Whiteness: A
Representative Anecdote. Review of Education, Pedagogy, and Cultural
Studies,33(3), 215-241. doi:10.1080/10714413.2011.585286
Purchase answer to see full
attachment
Anti-Oppressive Social Work Practice
Walden University
1
Running head: Anti-Oppressive Social Work Practice
2
Anti-Oppressive Social Work Practice
Social construction is a concept based on the observations of collective people in
society that have developed views about different concepts. For instance, White people
have socially constructed a dominant group, while other races and ethnicities are the
subordinate groups. This socially constructed dominant group is considered to be
privileged. However, this is not something recognized by White people. White individuals
are creating this oppression of prejudice and bias to members of the subordinate group
solely because of the color of their skin (Adams et al., 2013). White privilege can
potentially positively and negatively impact clients from both dominant and minority
groups.
Individuals belonging to the dominant group are privileged. In contrast to
minorities, White individuals are not subject to racism, prejudice, and marginalization.
They are easily able to secure job placements, receive decent salaries, and live in society
with status, completely oblivious to the fact that they are White. Unlike Whites, minorities
are reminded daily about their race. However, being a part of the dominant group can have
its disadvantages. Since there is a stigma associated with public assistance, White
individuals have difficulty collecting government benefits if they fall below the poverty
line. White individuals are expected to have higher incomes and socially part of the
working middle class. Stereotypically, others may assume that a White person accepting
public assistance may be abusing the system.
Clients belonging to the minority groups may experience great oppression
stemming from White privilege. Immigrants, or other individuals of diverse ethnicities,
may assimilate and conform to the dominant culture. This may help them become
Running head: Anti-Oppressive Social Work Practice
3
comfortable in their new societies. However, this option is also a negative impact. Leaving
their traditional roots may disconnect ties between family members and their original
culture. Additionally, White privilege may continue to marginalize individuals even if the
minority attempts to conform just because of their race and background.
An individual’s experience may also be impacted if they have intersecting
identities. Though individuals can be part of the privileged White class, gender, class, and
sexual orientation are factors of whether the social construction continues to classify them
as part of the dominant group. For example, a White male who also identifies himself as
gay may then be part of the minority group. According to Zingsheim & Golts (2011), “this
intersectionality of identity occurs both at the individual and institutional levels, forming a
complex and shifting matrix of privilege and oppression that ‘often interact materially and
rhetorically.’” Thus, intersecting identities demonstrates that privileged status can be lost
if an intersecting identity is a minority.
Social workers must utilize cultural strengths when working with clients. Focusing
on the cultural strengths of the client does not mean to ignore the struggles that clients face
as part of the subordinate group; rather, social workers should use the cultural strengths of
the client and provide them the resources to help them. In the case of Aaron, an immigrant
from the Caribbean who was criticized by his acculturated parents, the social worker
utilized cultural strengths to empower Aaron to remain true to his culture. The social
worker encouraged Aaron to tell his story and to educate him about his culture (Plummer,
Makris, & Brocksen, 2014). By using cultural strengths, the social worker was able to help
Aaron reduce his anxiety.
Running head: Anti-Oppressive Social Work Practice
4
Hines (2012) defines anti-oppressive social work practice as “an overall perspective
on practice and advocacy that encourages practitioners to think differently and openly
about power and oppression.” To ethically engage in anti-oppressive social work practice,
social workers must constantly self-reflect and eliminate their own personal biases within
themselves. On a macro level, social workers should aim to create awareness and attempt
to eliminate the socially constructed biases of society. Additionally, social workers have
an obligation to create social change on all three levels: micro, mezzo, and macro. When
working with vulnerable populations, including the LGBTQ population, African
Americans, or women, it is important to work individually, but also on a larger level in
order to create a societal change. Social workers should be empathetic and attentive to their
clients, to ensure that their clients feel understood and validated. Additionally, social
workers should also display critical thinking skills in order to help solve problems that
clients are facing as a result of marginalization and oppression.
Social workers should be culturally competent and multiculturally competent.
Social workers will not know enough about each culture. Therefore, allowing the client to
divulge how they identify will show cultural humility and allow the social worker to build
a rapport with the client. Clients struggling because they are minorities need support and
validation. The social worker must embrace their client’s culture and provide them with
the confidence to live in a society where the dominant group is the only group that
experiences privilege.
References
Running head: Anti-Oppressive Social Work Practice
5
Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga,
X. (Eds). (2013). Readings for diversity and social justice. (3rd ed.). New York,
NY: Routledge Press.
•
•
•
Chapter 1, (pp. 1-6)
Chapter 3, (pp. 15-21)
Chapter 4, (pp. 21-26)
Hines, J. M. (2012). Using an Anti-Oppressive Framework in Social Work Practice with
Lesbians. Journal of Gay and Lesbian Social Services,24(1), 23-39. doi:
10.1080/10538720.2011.611103
Plummer, S. – B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social work case studies:
Foundation year. Baltimore, MD: Laureate International Universities Publishing.
[Vital Source e-reader].
•
“Working With Individuals: The Case of Aaron”
Zingsheim, J., & Goltz, D. B. (2011). The Intersectional Workings of Whiteness: A
Representative Anecdote. Review of Education, Pedagogy, and Cultural
Studies,33(3), 215-241. doi:10.1080/10714413.2011.585286
Purchase answer to see full
attachment
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