COURSE NUMBER:
COURSE TITLE:
SEMESTER AND YEAR:
TIMES:
INSTRUCTOR:
PHONE:
EMAIL:
OFFICE HOURS:
SOWO 501
Confronting Oppression & Institutional Discrimination
Spring Semester, 2012
Section 501-02: Mondays, 2:00- 4:50, TTK Room 102
Section 501-05: Mondays 5:30-8:30, TTK Room 500
Teresa Ilinitch, MSW
TTK Building, Room 345
919-962-4366
teresatl@email.unc.edu
Tuesdays 11:00-12:00 and by appointment
Course Description: This course examines institutionalized oppression and its implications
for social work practice at all levels, emphasizing the consequences of social inequality and the
social worker’s responsibilities to fight oppression.
Course Objectives: Upon completion of the course, students should be able to:
1. Demonstrate an understanding of the nature of prejudice and the impact of discrimination on
individuals and groups, especially with regard to race, gender, disability, sexual identity, and
ethnicity.
2. Demonstrate knowledge of the historical and social forces that have worked for and against
the exclusion of groups of people from opportunities and services at the institutional,
community, and societal levels.
3. Demonstrate knowledge of the roles played by advocacy groups in minimizing barriers to
opportunities and services for populations who experience discrimination.
4. Identify and consider ways of addressing institutional discrimination as it appears in social
welfare policy and in the management and practice of human services.
5. Demonstrate an ability to apply social work values and ethics to practice with diverse
populations.
6. Demonstrate knowledge of differential assessment and intervention skills needed to serve
diverse populations.
7. Demonstrate an understanding and appreciation of human diversity and family and
community strengths.
Course Rationale:
Evidence based practice is defined as the use of the best available evidence to make practice decisions.
It involves integrating the preferences of clients and one’s own accrued practice expertise with current
scientific information. Because “the evidence” is unlikely to ever be so robust as to fully inform
practice with the diversity of human kind, the evidence must always be interpreted and, in some cases,
extrapolated. It is in this crucial process that knowledge of the impact of discrimination and
inequality on human behavior becomes paramount.
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The Code of Ethics of the National Association of Social Workers (NASW) stipulates that one of the
ethical principles that must guide social workers is that “Social workers challenge social injustice”
(1999, p.2). Specifically, the Code directs social workers to “pursue social change, particularly with
and on behalf of vulnerable and oppressed individuals and groups of people. Social workers' social
change efforts are focused primarily on issues of poverty, unemployment, discrimination, and other
forms of social injustice” (NASW, 1999, p.2) These activities are anchored to one of the fundamental
missions of the social work profession, which is to “strive to end discrimination, oppression, poverty,
and other forms of social injustice” (NASW, 1999, p.1). The intent of this course is to prepare students
to fulfill their responsibilities related to fighting injustice and oppression, as prescribed by the Code.
All social workers have a responsibility to meet the needs of diverse client systems in our society;
therefore, all social workers must have knowledge and understanding of the structures, systems, and
policies that create and maintain institutional oppression. The focus is on special population groups
that should be understood in the context of not only problems that often accompany their particular
status, but also from the richness of their heritage and the potential for their beneficial contribution to
society.
This course serves as a foundation for the understanding of the nature, character, and consequences of
being excluded or left out of many available opportunities and services. This course explores the
implications and connections of discrimination for oppressed groups, including racial and ethnic
minorities, women, older persons, people with disabilities and gay, lesbian, bisexual, and
transgendered (GLBT) people. The common denominator for all of these groups is the fact that they
have been constantly affected by social, economic and legal biases—they have been victimized by
institutional structures and social policies that maintain and perpetuate their oppression.
Required Texts:
Adams, M. et al., eds. (2010). Readings for Diversity and Social Justice. New York: Routledge. [hereafter
referred to in the syllabus as Adams]
Carlton-LaNey, I. (2005). African Americans Aging In the Rural South: Stories of Faith, Family, and Community.
NC: Sourwood Press, Inc.
Additional required readings are listed in this syllabus and posted on Sakai.
Teaching Methods and Expectations:
Teaching methods will include lecture and class discussion, as well as multimedia presentations, guest
speakers, and experiential activities. My perspective is that we all have much to learn AND much to
teach. Full participation is essential to your learning process in the class, and will allow you to
successfully apply the course material in a way that is personally and professionally meaningful.
The class will ask you to personally reflect on issues and material that may not always be comfortable.
We will discuss early on the concept of “safer space,” and will generate some guidelines that will allow
all of us to engage authentically, and to treat each other with respect, compassion, and honor.
Your regular attendance is critical to your learning, as well as to the atmosphere of inclusiveness and
trust in the class. I ask that you contact me, in advance, if you will miss a class. Any student with
significant difficulty with class participation requirements should speak with me at the beginning of
the semester so that alternative forms of contribution can be identified.
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Assignment Descriptions:
Descriptions of the course assignments are below. We will discuss further guidelines and resources as we move
through the semester.
Class Participation (10 pts.)
Each student will participate in group discussions and will individually and collectively be
responsible for contributing to class discussion and the analysis of issues. For each reading,
students should be able to summarize its key elements, critique its relevance and strengths or
weaknesses in the context of contemporary society, and discuss the implications for social
work practice.
Heritage Gallery Assignment (5 pts.) – Due January 23,
Heritage is rich, deep, and ever-present in people’s lives and actions. It is often cherished and
sacred, coming from those who have lived and died. Heritage names us and shapes us in
profound ways. It is a piece of human essence. The ways we express heritage are numerous and
varied. Heritage exists in food, clothes, gardens, art, music, and language. Heritage exists in
rituals, symbols, festivals, and ceremonies. Heritage exists in technologies, architecture, and
artifacts. Heritage tells of our past and our futures.
This assignment is designed to honor the heritage of everyone in class. For the second class,
bring an expression of your heritage for display and discussion. This can be an artifact, food,
glossary of terms, tradition, a performance, an art form—anything that comes from your group
identity. Be prepared to briefly explain and share this part of your heritage to the class, in no
more than 10 minutes.
Community Meeting (10 pts.) – Due February 20
Attend a community meeting of a population subgroup OTHER THAN YOUR OWN. You
may attend a church service, concert, play, dance production, precinct meeting, or club
meeting, for example, the Junior League or the Negro Business and Professional Women’s
Club. It is essential that you go alone. In 2-3 pages, describe the meeting, including the purpose,
audience, setting, and elements of difference. Analyze your experience using concepts from this
class. Present your personal response and explain how this assignment will affect your
professional practice.
Personal Reflections (5 points each) – Due February 6, March 12, and April 2
These exercises will allow you to think through (in writing) your personal responses to course
readings and/or activities. There are three due dates for the journal/reflections throughout the
semester. You can feel free to focus on any aspect of the readings or in-class activities that
strike you on a personal level. The reflections should be 1-2 pages long (longer if you like, but
not necessary), can be written in first person, and do not need to use APA style.
You should begin with a brief reference to the reading(s) or activity on which you will be
reflecting. For example “This reflection focuses on my personal responses to the classism
activity that we completed in class,” or “This reflection focuses on the Cycles of Oppression
and Liberation described by Harro in the Adams text,” or “This reflection focuses on two
sections in the Ableism section of the Adams text (state which 2 sections).”
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In writing your reflection, the following questions may be helpful in developing your thoughts
(don’t let these limit you, however; feel free to use them as needed to jump start the reflection
process):




In what way did this reading or activity strike a personal chord for you?
What is the nature of your reaction to the reading or activity? Positive? Negative?
Ambivalent? Confused? Dissonant? What emotions did you experience?
Where or in what way do you see the content of the reading or activity playing out in your
professional or personal life (for example, field placement, interactions with friends or
family, experiences here at the school)?
How do your personal responses relate to your ongoing development as a social worker?
What areas of strength and/or potential growth can you identify?
Your thoughts do not need to be fully formed or organized in an “academic” way. Anything
that you communicate will be held in confidence, and you will not be required to share
anything that you write with other class members.
Analysis Paper on Crash (20 points) – Due April 9
Crash addresses issues of oppression, privilege, racism, and classism (as well as others,
including sexism) via complex interactions among characters. Your paper will address these
issues and interactions. The paper should be 5-7 pages long (length is not absolute – you will
not be penalized if you are a bit under or over the suggested pages). You can feel free to write
in first person.
You do not need to repeat or summarize readings in the paper, but please do incorporate them
in your discussions of the constructs (in italics, below), and use appropriate APA citation
format when referring to material from the readings.
Please select 4 of the following to address in your paper (use subheadings or question numbers
to identify your choices). Try to focus on questions that will allow you to best articulate your
own insights, questions, and responses to the film.
1. Identify a character in the film who embodies the construct of internalized oppression. How is
internalized oppression evident in that character’s life and actions? Where might it have
come from? What are the consequences?
2. Select one white person and one person of color in the film. How might you describe each
one in terms of his/her stage of racial identity development?
3. How do racism and classism intersect in the film? How do they amplify each other’s impacts
from the perspectives of both perpetrators and victims? Identify an example from the film
that illustrates your insights.
4. What (if any) hope does the film offer regarding the possibilities for altering destructive
dynamics of privilege and oppression on interpersonal or societal levels?
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Spring 2012, Ilinitch
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5. Select one character who makes (or at least embarks on) a transition in terms of racial
identity. What facilitates that transition? What is its impact?
6. Select one character with whom you identify in the film. What elements particularly
resonate with you? What personal insights can you gain from reflecting on the character’s
development or experience in the story?
7. Select one character from the film. Describe how, for that character, the “system of privilege
and oppression” operates – that is, identify the way in which racism or classism reverberates
through personal interactions, neighborhoods and communities, social institutions, and
cultural beliefs and assumptions.
Team Presentation on Alliance & Just Practice with Oppressed Persons (20 points) – Due
April 16 and 23
This 20-30 minute presentation will be completed in teams of 3-4 students. You are free to use
PowerPoint or other media to communicate your message to the class. Detailed guidelines will
be provided, but the following is a broad overview of what will be asked of each team:
1. Identify a focus population. You are free to focus on a population of persons that we have
discussed in class, or to identify another group of interest to you. Then, using the scholarly
literature as your foundation, address the following questions:
2. How has this group been treated historically in our culture?
3. What assumptions, beliefs, or attributions appear to drive the oppression or discrimination
of this group?
4. What are examples of specific oppressive or discriminatory practices that this group has
encountered as they interact with various institutions? You may include social, economic,
educational, faith and health care institutions in your discussion, as well as any others of
relevance.
5. What are the outcomes or implications of these experiences for the marginalized group?
Consider the range of bio-psycho-social-spiritual outcomes and others of relevance.
6. What are implications of these oppressive practices for the social worker who works with
individuals from this population? What are 2-3 specific understandings or actions that you
see as crucial to supporting non-oppressive practices with the group you have chosen?
Alliance & Just Practice Individual Paper (10points) – Due April 23
This 3-5 page paper is to be written on the same group that was the focus of your team’s
presentation, above. Based on (a) your emergent knowledge of how privilege and oppression
have played out for you personally, and (b) the scholarly research that you completed for the
team presentation, you will reflect on your own strengths, limitations, and areas for evolution
in terms of future practice with the group.
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SOWO 501
Spring 2012, Ilinitch
Grade Scale:
H
P
L
F
Clear Excellence
Entirely Satisfactory
Low Passing
Failed
94-100 points
80-93 points
70-79 points
<70 points
Each assignment comprises the following percentage of the total grade.
Pre Course On line
Class Participation
Heritage Gallery
Community Meeting
Personal Reflections (total of 3)
Analysis Paper on Crash
Team Presentation on Alliance and Just Practice
Individual Paper on Alliance and Just Practice
TOTAL
10 points
10 points
5 points
10 points
15 points
20 points
20 points
10 points
100
Policies on the Use of Electronic Devices in the Classroom:
I expect that we will all be invested in creating a learning environment of respect and
engagement. I welcome the use of laptops in class for taking notes or completing small group
tasks. However, I ask that you use them only for relevant activities – not for checking email or
surfing the Web. During class, cell phones and other devices should be silenced.
Accommodations for Students with Disabilities:
Students with disabilities which affect their participation in the course should notify the
instructor if they wish to have special accommodations in instructional format, examination
format, etc., considered. Accommodations and services are provided by Disability Services
(Voice/TDD 962-8300; 966-4041). Learning Disability Services (962-7227) provides supportive
services for students with learning disabilities and attention-deficit/hyperactivity disorders.
Honor Code:
Students are expected to complete assigned and independent readings, contribute to the
development of a positive learning environment, and demonstrate their learning through
written assignments and class participation. Original written work is expected and required.
The University of North Carolina has a rich and longstanding tradition of honor. If you have
not yet done so, please see the Student Code of Honor. All submitted work must conform to
the Honor Code of the University of North Carolina. For information on the Honor Code,
including guidance on representing the words, thoughts, and ideas of others, please see:
http://instrument.unc.edu
Please note that plagiarism is defined in the Code as “representation of another person’s words,
thoughts, or ideas as one’s own.” Violation of the Honor Code will result in an “F” grade, and
referral to the Honor Court. From the Code: “It is the responsibility of every student to obey
and support the enforcement of the Honor Code, which prohibits lying, cheating, or stealing
when these actions involve academic processes or University, student or academic personnel
acting in an official capacity. Students will conduct all academic work within the letter and
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Spring 2012, Ilinitch
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spirit of the Honor Code, which prohibits the giving or receiving of unauthorized aid in all
academic processes.”
All written work must be accompanied by a signed Honor Code statement, and work lacking
this affirmation will not be accepted. The statement is to read as follows:
I have neither given nor received any unauthorized assistance on this assignment.
<Student’s Signature>
Class Participation:
To maximize everyone’s learning, we will rely on the contributions and insights of all students
when issues are discussed. The participation of each student is essential, and responsibility for
class discussion will be shared by both the instructor and the students. Class participation
includes such things as being prepared to discuss readings and assignments, sharing your
opinions on the topic at hand, facilitating the participation of other students, and engaging the
guest speakers.
Attendance:
Attendance is crucial to both your learning experience and the learning of your peers. Students
with more than one excused absence will not earn an H. Students with more than two
excused absences will not earn a P. It is your responsibility to notify the instructor in advance
if you will miss class.
Readings:
You are responsible for reading ALL assigned material before the class date for which they are
assigned. This is imperative as these readings will provide the background you need to fully
understand, benefit from, and participate in the class discussion.
Assignment Guidelines:
All written assignments must be typed and follow APA format. Several writing resources are
posted on the SSW website. You can also refer to the APA Publication Manual (6th edition),
and to a tutorial on APA style at http://www.lib.unc.edu/instruct/citations/apa/index.html.
Links to the useful APA and writing websites are on Sakai. Papers that do not follow APA
guidelines will be returned to the student for revision.
Policy on Incompletes and Late Assignments:
Papers and assignments are due electronically via Sakai by the beginning of class on the
due date. Papers received after 9:00am on the due date are considered late. Late assignments are
strongly discouraged, but may be accepted in some cases. You must contact me prior to a due date if
you would like to request an extension. Late papers, including those needing revisions to conform
to APA style, will be reduced by 10% for each day they are late (including weekends and the date
on which the assignment was due, if submitted after the beginning of class).
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SOWO 501
Spring 2012, Ilinitch
COURSE SCHEDULE
Class and
Date
Class 1
Jan. 9
Topics
Assigned Reading
Due
INTRODUCTION: CONCEPTUAL FRAMEWORK
Introductions
Syllabus Review
Course Rationale (Mission of Social Work and our School)
Objectives and Requirements
Creating a Safer Space
Key Concepts on Discrimination from the Code of Ethics
Required Readings:
National Association of Social Workers (1996/2008). Code of Ethics. Washington, DC: Author.
Class 2
Jan. 23
THE NATURE OF OPPRESSION & EFFECTS OF DISCRIMINATION
Personal Privilege
Development of Minority Identity
Theories of Discrimination and Oppression
Heritage
Gallery
Required Readings:
Adams: Section 1, Conceptual Framework, pp. 1-60.
McIntosh, P. (1990). White privilege: Unpacking the invisible knapsack: Independent School. 49(2),
31-35
Class 3
CLASS, POVERTY AND PRIVILEGE
Jan. 30
Required Readings:
Adams: Section 7, Classism, (All articles EXCEPT 31, 32, 34, 35, and 40)
Class 4
FIELD TRIP TO INTERNATIONAL CIVIL RIGHTS MUSEUM – HISTORIC WOOLWORTH BUILDING,
GREENSBORO, NC
Feb. 6
(afternoon
section)
Feb. 11
(Sat.)
(evening
section –
no class on
evening of
February
6)
DYNAMICS OF EXCLUSION AND NORTH CAROLINA’S RACIAL AND ETHNIC MINORITIES – PART 1
The Civil Rights Movement
The Legacy of Dr. Martin Luther King
Required Readings:
Morris, A.D. (1999). A retrospective on the civil rights movement: Political and intellectual
landmarks. Annual Review of Sociology, 25, 517-539.
King, M.L., Jr., (1963, April 16). Letter from Birmingham City Jail. [Online].
http://www.africa.upenn.edu/Articles_Gen/Letter_Birmingham.html [Retrieved 01/3/12].
King, M.L., Jr., (1963, August 28). Address at March on Washington for Jobs and Freedom (I have a dream).
[Online]. http://www.youtube.com/watch?v=smEqnnklfYs [Retrieved 01/3/12].
Carlton-LaNey, I. (2005). African-Americans aging in the rural South. North Carolina: Sourwood Press.
(Part 1, 1-43.)
Class 5
Feb. 13
RACISM
Historical and Social Forces Impacting Exclusion
Defining Racism
FIRST
PERSONAL
REFLECTION
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Spring 2012, Ilinitch
9
“Color Blindness”
White Privilege
Video in class: Essential Blued Eyed
Required Readings and Videos:
Adams: Section 2, Racism, (All articles EXCEPT 10, 15, 17, and 19)
Please view the following video clips before class. Each is 7-8 minutes long
Interracial Couple Harassed:
http://abcnews.go.com/WhatWouldYouDo/
A Girl Like Me:
http://www.kiridavis.com/index.php?option=com_content&task=view&id=17&Itemid=88888953
Class 6
Feb. 20
UNIT 4: DYNAMICS OF EXCLUSION AND NORTH CAROLINA’S RACIAL AND ETHNIC MINORITIES –
PART 2
The Experiences of American Indians and First Nations peoples
Immigration – myths and facts
Guest Speakers: Jessica Lambert-Ward and Susannah Walker
Video in class: La Bestia: The Death Train
Required Readings:
Adams: Section 2, Racism (articles 10, 15, 17, and 19)
Adams: Section 4, Religious Oppression (articles 52 and 53)
Bordewich, F.M. (1996). We ain’t got feathers and beads. In Killing the White Man’s Indian (pp. 6690).
North Carolina Commission of Indian Affairs. (2008). North Carolina’s First People. Raleigh, NC:
Author.
Immigration Policy Center. (2010). Giving Facts a Fighting Chance. Washington, DC: Author.
Pew Hispanic Center. (2009). Characteristics of the Population in North Carolina.
http://www.pewhispanic.org/files/states/xls/NC_09.xls
Pew Hispanic Center. (2006). The State of American Public Opinion on Immigration.
http://www.pewhispanic.org/2006/05/17/the-state-of-american-public-opinion-on-immigrationin-spring-2006-a-review-of-major-surveys/
Class 7
Feb. 27
UNIT 5: GENDER , SEXUAL IDENTITY, AND HETEROSEXISM
Gender Identity and Gender Expression
Understanding heterosexism
Working with LGBTQ clients
Becoming an Ally
Community
Meetings
Paper Due
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Spring 2012, Ilinitch
10
Guest Speaker: Will Hall, UNC doctoral candidate
Required Readings:
Adams: Section 5, Heterosexism, pp. 261-318.
Mar 5
Class 8
HAPPY SPRING BREAK!
Mar. 12
Guest Speaker: Cora Willow, MSW candidate
FEMINISM AND SEXISM
SECOND
PERSONAL
REFLECTION
Required Readings:
Adams: Section 4, Sexism, pp. 199-260.
Mead, M. (1947). What is Happening to the American Family? Journal of Social Casework, 323-330.
MDPage Today. (2011). Women MDs Lose Ground in Starting Salaries.
http://www.medpagetoday.com/PublicHealthPolicy/GeneralProfessionalIssues/24689
selected feminist poems
Class 9
ANTI-SEMITISM AND RELIGIOUS OPPRESSION
Mar. 19
Guest Speaker: Dean Jack Richman
Required Readings:
Adams: Section 4, Religious Oppression (all articles EXCEPT 52 and 53)
Hodge, D. (2002). Does social work oppress evangelical Christians: A “new class” analysis of
society and social work. Social Work, 47(4), 401-414.
United States Department of State. (2008). Contemporary Global Anti-Semitism: A Report Provided to the
United States Congress. http://www.state.gov/g/drl/rls/102406.htm
Class 10
CRASH
Mar. 26
Video in class: Crash
Required Readings:
Tatum, B.D. (1997). Why are all the black kids sitting together in the cafeteria? New York: Basic Books.
Chapter 2: The Complexity of Identity
Class 11
Apr. 2
DISABILITY
Ableism
Civil rights fight for people with disabilities
THIRD
PERSONAL
REFLECTION
Required Readings:
Adams: Section 6, Ableism
Class 12
AGE
Ageism
April 9
Guest Speakers: TBD
ANALYSIS OF
CRASH
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11
Video in class: Maggie Growls
Required Readings:
Adams: Section 9, Ageism, (Articles 116 and 122)
Carlton-La-Ney, I. (2005). African Americans Aging in the Rural South, Parts 2 and 3, pp. 44-99)
Class 13
WORKING FOR SOCIAL JUSTICE: BECOMING AN ALLY
April 16
Required Readings
Adams: Section 8, Working for Social Justice
Presentations:
Supporting
Oppressed
Groups
Class 14
SOCIALLY JUST PRACTICE
Identifying Personal Issues
Managing Differences
Wielding Power within an Organization
Presentations:
Supporting
Oppressed
Groups
Required Readings
Tatum, B.D. (1997). Why are all the black kids sitting together in the cafeteria? New York: Basic Books.
Chapter 2: The Complexity of Identity
Individual
Papers on
Supporting
Oppressed
Groups Due
April 23
Goodman, L. A., Litwin, A., Bohlig, A., Walker, J., White, L., & Ryan, N. (2007).
Feminist Theory to Community Practice: A Multilevel Empowerment Intervention for LowIncome Women with Depression. In E. Aldarondo (Ed.), Advancing Social Justice Through Clinical
Practice (pp. 265-290). Mahwah, NJ: Lawrence Erlbaum Associates.
Instructors will assign their own readings in addition to the Adams text. Some possible
selections include:
American Psychological Association. (1998). Hate crimes today: An age-old foe in modern dress.
[Online]. Author. http://www.apa.org/releases/hate.html [Retrieved 12/18/2005]
Bordewich, F. M. (1996). We ain’t got feathers and beads. In Killing the White Man’s Indian (pp. 66-90).
New York: Doubleday.
Carlton-LaNey, I. (1992). Elderly black farm women: A population at risk. Social Work, 37(6), 517-523.
Gibelman, M. (1998). Women’s perceptions of the glass ceiling in human service organizations and
what to do about it. Affilia, 13(2), 147-159.
Gilson, S. F., Bricourt, J. C., & Baskind, F. R. (1998). Listening to the voices of individuals with
disabilities. Families in Society, 79(2), 188-195.
Johnson, J. H., Johnson-Webb, K. D., & Farrell, W. C. (1999). A profile of Hispanic newcomers to
North Carolina. Popular Government, [online].
http://ncinfo.iog.unc.edu/pubs/electronicversions/pg/f99-0212.pdf
Marak, M. E. M. (2000). The inclusive workplace: An ecosystems approach to diversity management.
Social Work, 45(4), 339-343.
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Spring 2012, Ilinitch
12
McIntosh, P. (1990). White Privilege: Unpacking the invisible knapsack. Independent School, 49(2), 3135.
Mattlin, B. (December 7, 2005). Valuing life, whether disabled or not.
http://home.earthlink.net/~bmattlin/id50.html. (Retrieved 12/07/05)
Snow, K. (09/2005). People first language. [Online]. www.disabilityisnatural.com, (Retrieved
12/18/2005).