Support of Sexual Orientation and Gender Identity Content in Social Work Education: Results from National Surveys of U.S. and Anglophone Canadian Faculty

By Fredriksen-Goldsen, Karen I.; Woodford, Michael R. et al. | Journal of Social Work Education, Winter 2011 | Go to article overview

Support of Sexual Orientation and Gender Identity Content in Social Work Education: Results from National Surveys of U.S. and Anglophone Canadian Faculty


Fredriksen-Goldsen, Karen I., Woodford, Michael R., Luke, Katherine P., Gutierrez, Lorraine, Journal of Social Work Education


SOCIAL WORKERS IN THE United States and Canada have an ethical obligation to be competent in interventions and to promote social justice and empowerment among marginalized and oppressed groups, including lesbian, gay, bisexual, and transgender (LGBT) individuals (Canadian Association of Social Workers [CASW], 2005; National Association of Social Workers [NASW], 1999). Yet, homophobia and heterosexism are well documented among health and human service practitioners (Berkman & Zinberg, 1997; Cochran, Peavy, & Cauce, 2007; Harris, Nightengale, & Owen, 1995; Krieglstein, 2003; Peterson, 1996; Swank & Raiz, 2008). These negative attitudes among social work practitioners have been attributed in part to the lack of LGBT content in professional social work education (Bergh & Crisp, 2004; Longres & Fredriksen, 2000; Morrow & Messinger, 2006).

Although curricula concerning gender, race, and cultural diversity have a foothold in social work education, scholars in either country have observed that discrimination and oppression related to sexual orientation and gender identity are commonly not addressed (Aronson, 1995; CASSW Task Force on Gay/ Lesbian/Bi-Sexual/Transgendered (GLBT) Issues, Canadian Association of Schools of Social Work [CASSW], (1) 2002; CASWE Gay, Lesbian, Bisexual, Transgendered Caucus, 2008; Morrow, 1996; O'Neill, 1995; Stainton & Swift, 1996; Woodford & Bella, 2003). Similar concerns have been raised in Great Britain (Logan & Kershaw, 1994; Trotter & Gilchrist, 1996).

As a consequence, many social work students may not have adequate knowledge and skills for competent practice with LGBT populations (Camilleri & Ryan, 2006; Longres & Fredriksen, 2000; Morrow & Messinger, 2006; Logie, Bridge, & Bridge, 2007), although they are becoming increasingly supportive of lesbians and gay men (Brownlee et al., 2005; Logie et al., 2007). One study found that nearly half of a sample of graduate students perceived insufficient training in their professional degree programs and reported moderate levels of competence to serve LGBT individuals and their families (Logie et al., 2007). Another concern identified in this literature is that the heterosexist bias of social work theory, literature, and teaching often goes unchallenged because heterosexuality remains the reference point for all other sexualities (Johnston, 2002; Logan & Kershaw, 1994; Van Voorhis & Wagner, 2002).

Current social work education accreditation policies and standards in the United States and in Canada mandate the inclusion of content and curriculum related to diversity (Council on Social Work Education [CSWE], 2008; CASSW, 2007a, 2007b). The accreditation policies within each country explicitly identify sexual orientation as a dimension of diversity; furthermore, the CSWE standards also explicate gender identity and expression. Both accrediting bodies direct schools to prioritize diversity in other ways, such as through field opportunities, faculty composition, and the consideration of candidates' experience and expertise in regard to diversity in hiring decisions for faculty positions. Within both countries much support exists on a policy level for the inclusion of curriculum and provision of field education opportunities related to the LGBT community. Although these policy mandates are important, support among social work faculty is essential because they are charged with achieving curricular objectives.

This article reports the results of cross-sectional surveys of U.S. and Anglophone Canadian MSW social work faculty and their support of content on LGBT populations and related types of oppression. This research extends earlier work conducted in 1992 in the United States about faculty support for content on diverse populations and types of oppression, including content addressing gay men, lesbians, homophobia, and heterosexism (Gutierrez, Fredriksen, & Soifer, 1999). …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Support of Sexual Orientation and Gender Identity Content in Social Work Education: Results from National Surveys of U.S. and Anglophone Canadian Faculty
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.