THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
COURSE TITLE:
SEMESTER AND YEAR:
TIMES:
INSTRUCTOR:
PHONE:
EMAIL:
OFFICE HOURS:
SOWO 501
Confronting Oppression & Institutional Discrimination
Spring Semester, 2012
Fridays, 2:oo – 4:50 pm
Laurie Selz Campbell, MS, CPRP
TTK Building, Room 354
919-843-6394
lauriesc@unc.edu
Monday 12 – 1:00 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
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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.
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. It 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 (2nd ed.). New
York: Routledge Publishers.
Carlton-LaNey, I. (2005). African Americans aging in the rural south: Stories of faith,
family and community. NC: Sourwood Press, Inc.
Kivel, P. (2011). Uprooting racism: How white people can work for racial justice (3rd
ed.). Gabriola Island, BC: New Society Publishers.
Additional readings will be posted on Sakai.
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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.
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.
POLICY ON ACADEMIC DISHONESTY:
Academic dishonesty is contrary to the ethics of the social work profession, unfair to
other students, and will not be tolerated in any form. All written assignments should
include the following signed pledge: “I have neither given nor received unauthorized aid
in preparing this written work.” In keeping with the UNC Honor Code, if reason exists
to believe that academic dishonesty has occurred, a referral will be made to the Office
of the Student Attorney General for investigation and further action as required.
Please refer to the APA Style Guide for information on attribution of quotes,
plagiarism, and appropriate citation.
POLICY ON INCOMPLETES AND LATE ASSIGNMENTS:
Late assignments are strongly discouraged, but may be accepted in some cases. All
assignments are due at the beginning of class on the day noted. You must contact me
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prior to a due date if you would like to request an extension, or you will lose 10% of
the assignment’s points per day (including weekends and the date on which the
assignment was due, if submitted after the beginning of class). Incompletes may be
granted if (a) there are extreme and unforeseeable circumstances that affect your
ability to complete the semester’s work, and (b) you meet with me in advance to
develop a plan and timeline for completing your work.
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.
ASSIGNMENT DESCRIPTIONS:
Descriptions of the course assignments are below. Additional detail (for some) and
scoring rubrics will be posted under Assignments on Sakai.
Assignment 1: Personal Reflections
3 @ 5 points apiece, 15 points total
Due Jan 27, Feb 17, March 23
These exercises encourage you to think through (in writing) your personal
responses to course readings and/or activities. You can feel free to focus on any
aspect of the readings or 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 response to the
classism activity,” or “This reflection focuses on the Cycles of Oppression and
Liberation described by Harro in the Adams text.” In writing your reflection, the
following questions may be helpful (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 (positive? negative? ambivalent?
confused? dissonant?) What emotions did you experience?
Where or how 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 a linear 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.
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Assignment 2: Analysis Paper on Crash
15 points
Due March 2
Based on your viewing of the film Crash, you will submit a 5-7 page paper that
reflects your understanding and application of concepts of privilege, oppression,
classism, and racism. Specific questions to guide your writing and point you to
relevant readings will be provided prior to viewing the film.
Assignment 3: Community Meeting
10 points
Due March 30
For this assignment, you will attend a community meeting or event of a population
subgroup other than your own. You have a wide range of choices for the meeting or
event – for example, you may choose a church service, AA meeting, concert, play,
dance production, or advocacy group meeting. It is essential that you attend alone.
Then, in 3-4 pages, please describe the meeting or event, and reflect on your
experience of attending. What concepts discussed in class provide insight into
your experience? What did you take from this event that may help you to better
understand the experience of difference and/or marginalization, the dynamics of
inclusion and exclusion, and/or your role as a social worker?
Assignment 4: Presentation on Alliance & Just Practice
25 points
Due April 13 or 20
This 30-40 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. 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, attributions, or cultural dynamics appear
to drive the oppression or discrimination of this group?
4. What intersections of oppression might impact this group? Are there
intersections that are particularly prevalent?
5. What are examples of specific oppressive or discriminatory practices that
this group has encountered as they interact with various institutions?
Please identify a minimum of three examples of institutional oppression,
supported by the scholarly literature. You may include social, economic,
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educational, faith, social service, and health care institutions in your
discussion, as well as any others of relevance.
6. What advocacy efforts or groups have been developed in response to the
oppression of your group? Please identify a minimum of two examples of
advocacy. In what ways have these groups been effective? In what ways do
they struggle to achieve their aims?
7. What are direct practice and macro-level implications for the social
worker who works with individuals from this population? What are 2-3
specific understandings that might impact your interactions with members
of this group? How can you work within what might be oppressive
institutional structures to provide responsive services? How can you work
toward system change, working with existing advocacy efforts or in other
ways?
Slides should be formatted using APA style for citations and references. That is,
you should provide citations at the bottom of slides containing information from
scholarly sources, and include a complete list of references on the final slides, or as
a handout. You do not need to make copies of your slides for the class, BUT you
should submit a copy to the instructor (either hard copy or electronic). A scoring
rubric will be posted on Sakai.
Assignment 5: Alliance & Just Practice Individual Paper
15 points
Due April 27
This 4-6 page paper is to be written on the same group that was the focus of your
team’s project, 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 this particular
group.
GRADING SYSTEM:
Points and grades will be assigned as follows:
Online course
Meaningful participation
Personal reflection
Crash paper
Community meeting
Alliance/just practice presentation
Alliance/just practice paper
Total
10
10
15
15
10
25
15
100
94 - 100
80 - 93
70 - 79
<70
H
P
L
F
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COURSE OUTLINE
Date
Jan 13
Jan 20
Focus, Activities, Readings
Focus:
Activity:
Introduction to Course & Each Other
Small groups on” safer space” & “the invisible knapsack”
Readings:
McIntosh, P. (1990). White privilege: Unpacking the
invisible knapsack: Independent School, 49(2), 31-35. (will
be distributed & read in class)
Focus:
Guiding Concepts
Social construction; intersections of oppression; systems of
oppression; cycles of oppression & liberation
View selections from Race: The Power of an Illusion
Activity:
Readings:
Due
Adams:
Section 1: Conceptual Framework
Kivel:
Preface; Preface to 3rd Edition; Introduction
Part 1: What Color is White? (pp. 7-27; 43-75)
Part 2: The Dynamics of Racism (pp. 78-88; 103-113)
Part 3: Being Allies (pp. 115-146)
Part 5: Fighting Institutional Racism (pp. 209-212)
Jan 27
Feb 3
Focus:
Activity:
Heritage Gallery & Reflection on Identity
Please bring an expression of your heritage for display and
discussion. This can be an artifact, food, art form, clothing anything that expresses your identification with a particular
aspect of your heritage.
Readings:
Finish the massive amount of reading from last week!
Focus:
Activity:
Classism & the Construction of Poverty & Privilege
Intergroup dialogue on class & classism
Readings:
Adams:
Section 3: Classism (review Introduction as needed; article
26; 30; 36; 37)
Optional: article 136 on intergroup dialogue
1st Personal
Reflection
Heritage
Gallery
object or
expression
Mantsios, G. (2009). Media magic: Making class invisible. In
T. E. Ore (Ed.), The social construction of difference &
inequality (pp. 88-96). New York, NY: McGraw-Hill.
Feb 10
Focus:
Viewing & Discussion of Film “Crash”
Readings:
Adams:
Section 1: Conceptual Framework (review articles 6 & 7)
Section 9: Ageism & Adultism (article 116; 117)
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Date
Focus, Activities, Readings
Due
Kivel:
Part 5: Fighting Institutional Racism (pp. 235-252; 256-267)
Feb 17
Focus:
Activity:
Bringing it Home to NC – Meet in Auditorium today
Panel of advocates
Readings:
Adams:
Section 2: Racism (article 10; 14; 15)
Section 3: Classism (article 35)
2nd Personal
Reflection
Kivel:
Part 4: The Effects of History (pp. 147-178; 198-205)
North Carolina Commission of Indian Affairs (2008). North
Carolina’s First People. Raleigh, NC: Author.
School of Government, UNC-CH (2009). Selections from
Popular Government Magazine, Special Issue: Immigration
Impacts on North Carolina, Vol. 74, No. 3
http://sogpubs.unc.edu/electronicversions/pg/pgspsm09/a
rticle2.pdf
Feb 24
Mar 2
Focus:
Activity:
Sexism & Heterosexism
TBD
Readings:
Adams:
Section 3: Classism (article 33)
Section 5: Sexism (Introduction; article 61; 62; 64; 65; 66;
68; 75; 76)
Section 6: Heterosexism (Introduction; article 78; 79; 83;
84)
Section 7: Transgender Oppression (Introduction; article
87; 91; 93)
Focus:
Activity:
Ageism
TBD
Readings:
Adams:
Section 9: Ageism & Adultism (Introduction; article 118;
120; 122; 127)
Crash Paper
Carlton-LaNey, I. (2005). African Americans aging in the rural
south: Stories of faith, family, and community. NC:
Sourwood Press, Inc.
(Read Chapter 1. Remaining chapters will be divided
among class members)
Mar 9
** Happy Spring Break!! **
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Date
Mar 16
Focus, Activities, Readings
Focus:
Activity:
Religious Oppression
TBD
Readings:
Adams:
Section 4: Religious Oppression (Introduction; article 45;
46; 47; 49; 50; 58)
Due
Kivel:
Part 4: The Effects of History (pp.179-197)
Part 5: Fighting Institutional Racism (pp. 268-270)
Hodge, D. (2002). Does social work oppress evangelical
Christians?: A “new class” analysis of society and social
work. Social Work, 47(4), 401-414.
Mar 23
Focus:
Activity:
Alliance & Just Practice
TBD
Readings:
Adams:
Section 10: Working for Social Justice (article 129; 130; 131;
135)
3rd Personal
Reflection
Kivel:
Part 6: Democratic, Anti-Racist Multiculturalism (pp. 280302)
Goodman, L. A., Litwin, A., Bohlig, A., Walker, J., White, L., &
Ryan, N. (2007). Feminist theory to community practice:
A multilevel empowerment intervention for low- income
women with depression. In E. Aldarondo (Ed.), Advancing
Social Justice through Clinical Practice (pp. 265-290).
Mahwah, NJ: Lawrence Erlbaum Associates.
Mar 30
Focus:
Activity:
Oppression of Persons with Disabilities
TBD – Simulation OR panel discussion
Readings:
Adams:
Section 8: Ableism (Introduction; article 96; 99; 100; 110;
114)
Apr 6
No Class – Good Friday
Apr 13
Alliance & Just Practice Presentations
Apr 20
Alliance & Just Practice Presentations
Apr 27
(No class meeting since semester has ended!)
Community
Meeting
Paper
Alliance &
Just Practice
Paper
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