COURSE NUMBER:
COURSE TITLE:
SEMESTER AND YEAR:
TIMES:
INSTRUCTOR:
PHONE:
EMAIL:
OFFICE HOURS:
SoWo 501 Section 957
Confronting Oppression & Institutional Discrimination
Spring 2013
Fridays, 9:00- 11:50, Classroom B, 5th floor, 741 N. Highland Ave.
Theresa Palmer, MSW, LCSW, LMFT
336-703-3680 office or 336-416-5096 cell (no text messages)
palmermt@email.unc.edu
Fridays 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.
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.
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
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Spring 2013, Palmer
2
focused primarily on issues of poverty, unemployment, discrimination, and other forms of social
injustice” (NASW, 2008, p. 3). 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, 2008, p. 2). 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 lesbian, gay, bisexual, and
transgendered (LGBT) 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., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.).
(2010). Readings for diversity and social justice. New York, NY: Routledge. [referred to in the
syllabus as Adams]
Carlton-LaNey, I. B. (2005). African Americans aging in the rural south: Stories of faith, family and
community. Durham, NC: Sourwood Press.
Additional required readings are listed in this syllabus and posted on Sakai.
Teaching Methods and Expectations:
Teaching methods will include class discussion and lecture 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.
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.)
Regular attendance is critical to your learning, as well as to the atmosphere of inclusiveness and trust
in the class. Attendance, timeliness, and level of contribution will affect your participation grade. Each
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3
student should participate in group discussions and will be individually and collectively 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 18
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 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 approximately 5 – 7 minutes per
person.
Community Meeting (10 pts.) – Due February 15
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. Please use Times New Roman
12 point font with 1” margins with appropriate grammar and spelling.
Personal Reflections (5 points each) – Due February 1, March 1, and April 5
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 2 pages long (a bit longer if you like, but not necessary), can be
written in the first person, and do not need to use APA style other than spelling and grammar. Please
use Times New Roman 12 point font with 1” margins.
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 the guest speakers from the Institute for
Dismantling Racism.”
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?
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Spring 2013, Palmer



4
What is the nature of your reaction to the reading or class 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 class activity playing out in
your professional or personal life (for example, work or volunteer setting, 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 12
The movie 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. 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 formatting when referring to
material from the readings. Please use Times New Roman 12 point font with 1” margins.
Please select 4 of the following to address in your paper (use subheadings or question numbers to
identify your choices in the paper). 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?
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?
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Spring 2013, Palmer
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
19 and 26
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:
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:
1. How has this group been treated historically in our culture?
2. What assumptions, beliefs, or attributions appear to drive the oppression or discrimination
of this group?
3. 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.
4. 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.
5. 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 26
This 3-5 page paper is to be written on the same population 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 this population. Please use Times New Roman 12 point font with 1” margins and
appropriate APA formatting when referring to material from the readings.
Grade Scale:
H
P
L
F
High Pass
Pass
Low Pass
Fail
94-100 points
80-93 points
70-79 points
<70 points
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Spring 2013, Palmer
Each assignment comprises the following percentage of the total grade.
Pre Course Online
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
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. . The instructor will work with the Office of Disabilities and the student to make
appropriate accommodations.
Electronic Devices Policy
Cell phones are a disruption to the learning process. Students are expected to turn off their cell phones
during class. Use of electronic devices for non-class related activities (e.g. checking email, surfing,
blogging, playing games) is prohibited. Permission may be given to use of laptops to follow a lecture,
as a tool for small group activities and in-class assignments, or as an approved accommodation for
students with disabilities (see above).
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 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:
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Spring 2013, Palmer
I have neither given nor received any unauthorized assistance on this assignment.
<Student’s Signature>
Class Participation & Attendance:
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 at all class sessions is expected; it is important to be on time so as not to disrupt class. We
will cover a great deal of information in each class. If you will not be able to attend a class, let the
instructor know as soon as possible. It is your responsibility to obtain handouts, information about
class content, and information about announcements, etc., from your classmates if you are unable to
attend a class. 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.
APA and Written Assignments:
The School of Social Work faculty has adopted APA style as the preferred format for papers and
publications. The best reference is the Publication Manual of the American Psychological Association,
Sixth Edition (2010, 2nd printing or later). The UNC School of Social Work APA Quick Reference
Guide which is also quite helpful: http://ssw.unc.edu/files/web/pdf/APA_Quick_Reference_Guide.pdf.
The School of Social Work provides a wide variety of useful resources related to academic writing,
which can be accessed through the following link: http://ssw.unc.edu/students/writing.
Late Assignments:
Late assignments are strongly discouraged. To obtain permission to submit an assignment after the
deadline, the student must seek approval from the instructor before the day that the product is due. If
permission for late submission is not granted before breaking a deadline, the grade will automatically
be reduced 10%, and another 10% reduction will occur each day, including weekends. In case of an
emergency, a late paper may be accepted without penalty at the discretion of the instructor. Avoid
having last-minute computer or printing failures prevent you from turning papers in on time. Plan
ahead and keep backups; don’t rely on having computers, printers, servers, and email programs
working perfectly the day of class.
COURSE SCHEDULE
Class
and
Date
Class
1
Topics
Assigned Reading
INTRODUCTION & CONCEPTUAL FRAMEWORK
Syllabus Review
Due
SOWO 501
Spring 2013, Palmer
Jan.
11
8
Course Rationale (Mission of Social Work, our School), Objectives, & Requirements
Key Concepts on Discrimination from the Code of Ethics
Creating a Safer Space
Video in class:
Gaiam Entertainment (Producer). (2011). I am [DVD]. Available from
http://www.iamthedoc.com/
Required Readings:
National Association of Social Workers (1996/2008). Code of Ethics. Washington, DC:
Author.
McIntosh, P. (1990). White privilege: Unpacking the invisible knapsack: Independent School.
49(2), 31-35
Class
2
Jan.
18
THE NATURE OF OPPRESSION & EFFECTS OF DISCRIMINATION
Personal Privilege
Development of Minority Identity
Theories of Discrimination and Oppression
Assignment: Bring in $8.00 student fee for next week’s museum visit
Required Readings:
Adams: Section 1, Conceptual Framework, pp. 1-58.
Sue, D.W. (2010). Chapter one: The manifestation of racial, gender, and sexual-orientation
microaggressions. In D.W. Sue, Microagressions in everyday life: Race, gender, and
sexual-orientation (pp. 3-20). Hoboken, NJ: John Wiley & Sons.
Sue, D.W. (2010). Chapter two: Taxonomy of microaggressions. In D.W. Sue,
Microaggressions in everyday life: Race, gender, and sexual-orientation (pp. 21-41).
Hoboken, NJ: John Wiley & Sons.
Sue, D.W. (2010). Chapter three: The psychological dilemmas and dynamics of
microaggressions. In D.W. Sue, Microagressions in everyday life: Race, gender, and
sexual-orientation (pp. 42-61). Hoboken, NJ: John Wiley & Sons.
Class
3
FIELD TRIP TO INTERNATIONAL CIVIL RIGHTS MUSEUM – HISTORIC WOOLWORTH
BUILDING, GREENSBORO, NC
Jan.
25
NOTE: $8.00 student fee; meet at 9:45 am at the museum in Greensboro; directions &
parking information available at http://www.sitinmovement.org/visit/directions-parking.asp
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:
Davis, L. (2011, January 18). Dr. Martin Luther King Jr. Would Be Surprised. [Online].
http://www.chronicle.pitt.edu/?p=7296 [Retrieved 01/20/12].
Heritage
Gallery
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Spring 2013, Palmer
9
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.B. (2005). African-Americans aging in the rural south: Stories of faith,
family, and community.Durham, NC: Sourwood Press. (Part 1, 1-43.)
Class
4
Feb.
1
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 Speaker: Nora Dial-Stanley, Lumbee tribe member
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 F. M Bordewich, Killing the
White Man’s Indian (pp. 60-92). New York, NY: Anchor.
North Carolina Commission of Indian Affairs. (2008). North Carolina’s First People.
Raleigh, NC: Author.
Cross, T. (2010) Disparities, decision paths, and disproportionate placement of Native
American children. In L. E. Davis & R. Bangs (Eds.), Race in America: Restructuring
inequality – Families, youth, and the elderly. University of Pittsburgh: Center on
Race and Social Problems, School of Social Work.
Immigration Policy Center. (2010). Giving Facts a Fighting Chance. Washington, DC:
Author.
Pew Hispanic Center. (2010). Characteristics of the Population in North Carolina.
http://www.pewhispanic.org/files/states/pdf/NC_10.pdf
Class
5
Feb.
8
RACISM
Historical and Social Forces Impacting Exclusion
Defining Racism
“Color Blindness”
White Privilege
FIRST
PERSONAL
REFLECTION
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Spring 2013, Palmer
10
Guest speakers: Willard Bass & Nathan Parrish, Institute for Dismantling Racism
Required Readings:
Adams: Section 2, Racism, (All articles EXCEPT 10, 13, 15, 17, and 19)
Bronson, P. & Merryman, A. (2009). Why white parents don’t talk about race: Does
teaching children about race and skin color make them better off or worse? In P.
Bronson & A. Merryman, Nurtureshock: New thinking about children (pp. 47-69).
New York, NY: Twelve.
Required Videos to view before class:
A Girl Like Me: (approximately 7 minutes long)
http://www.kiridavis.com/index.php?option=com_content&task=view&id=17&Itemid=88888
953
A Class Divided: (approximately 46 minutes long)
http://www.pbs.org/wgbh/pages/frontline/shows/divided/etc/view.html
Class
6
Feb.
15
CLASSISM
Required Readings:
Adams: Section 3, Classism, (All articles EXCEPT 30, 36, and 43)
Community
Meetings
Paper Due
Ehrenreich, B. (2011). Nickel-and-dimed on (not) getting by in America. In T. E. Ore (Ed.),
The social construction of difference & inequality: Race, class, gender, and sexuality
(5th ed., pp. 711-724). New York, NY: McGraw-Hill.
Wolff, R. (2011). Capitalism hits the fan. In T. E. Ore (Ed.), The social construction of
difference & inequality: Race, class, gender, and sexuality (5th ed., pp. 109-112).
New York, NY: McGraw-Hill.
Class
7
Feb.
22
HETEROSEXISM
Gender Identity and Gender Expression
Understanding heterosexism
Working with LGBTQ clients
Becoming an Ally
Guest Speaker: Janet Joyner
Required Readings:
Adams: Section 6, Heterosexism (pp. 371-421).
Class
8
ANTI-SEMITISM AND RELIGIOUS OPPRESSION
Guest Speaker: Jack Richman, Dean of the School of Social Work
Mar.
1
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
SECOND
PERSONAL
REFLECTION
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Spring 2013, Palmer
11
society and social work. Social Work, 47(4), 401-414.
Skim:
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
9
Mar.
8
ABLEISM
Disability
Civil rights fight for people with disabilities
Guest Speaker: Mark Steele
Required Readings:
Adams: Section 8, Ableism (pp. 457-531).
Mar
15
Class
10
SPRING BREAK- ENJOY!
AGEISM & ADULTISM
Guest Speakers: Nancy Hall & Althea Taylor-Jones
Mar.
22
Video in class: excerpt from Maggie Growls
Required Readings:
Adams: Section 9, Ageism, (Introduction and Articles 116, 118, 122, 124, & 127)
Carlton-LaNey, I.B. (2005). African-Americans aging in the rural south: Stories of faith,
family, and community.Durham, NC: Sourwood Press. (Part 2, 3, & 4, pp. 44-98)
Mar
29
Class
11
NO CLASS- ENJOY!
CRASH
Video in class: Crash
Apr.
5
Required Readings:
Tatum, B.D. (1997). Chapter 4- Identity development in adolescence: “Why are all the black
kids sitting together in the cafeteria?” In B.D. Tatum, Why are all the black kids sitting
together in the cafeteria? (pp. 52-74). New York, NY: Basic Books.
Tatum, B.D. (1997). Chapter 5- Racial identity in adulthood: “Still a work in progress…” In
B.D. Tatum, Why are all the black kids sitting together in the cafeteria? (pp. 75-90).
New York, NY: Basic Books.
Tatum, B.D. (1997). Chapter 8- Critical issues in Latino, American Indian, and Asian Pacific
American Identity Development: “There’s more than just Black and White, you know.”
In B. D. Tatum, Why are all the black kids sitting together in the cafeteria? (pp. 131166). New York, NY: Basic Books.
THIRD
PERSONAL
REFLECTION
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Spring 2013, Palmer
Class
12
SEXISM
ANALYSIS OF
CRASH
Guest Speaker: TBD
Apr.
l2
Required Readings:
Adams: Section 5, Sexism (pp. 315-369).
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.
MDPage Today. (2011). Women MDs Lose Ground in Starting Salaries.
http://www.medpagetoday.com/PublicHealthPolicy/GeneralProfessionalIssues/24689
Williams, C. L. (2011). The glass escalator: Hidden advantages for men in the “female”
professions. In T. E. Ore (Ed.), The social construction of difference & inequality: Race,
class, gender, and sexuality (5th ed., pp. 389-400). New York, NY: McGraw-Hill.
selected feminist poems
Class
13
Apr.
19
Class
14
Apr.
26
WORKING FOR SOCIAL JUSTICE
Required Readings:
Adams: Section 10, Working for Social Justice (pp. 587-639).
Presentations
- Supporting
Oppressed
Groups
SOCIALLY JUST PRACTICE
Identifying Personal Issues
Managing Differences
Wielding Power within an Organization
Presentations
- Supporting
Oppressed
Groups
Required Readings:
Individual
Papers on
Supporting
Oppressed
Groups Due
Lesser, E. (2004). Bozos on the bus. In E. Lesser, Broken open: How difficult times can help
us grow (pp. 27-29). New York, NY: Villard. Retrieved on 1/10/13 from
http://www.doctorline.com/bozos.htm
Palmer, P. (2011). The John Woolman Story. In P. Palmer, Healing the heart of democracy:
The courage to create a politics worthy of the human spirit (pp. 20-23). San
Francisco, CA: Jossey-Bass.
Selected poems from:
Piercy, M. (1988). Circles on the water. New York, NY: Alfred A. Knopf.
Additional recommended readings:
Mattlin, B. (December 7, 2005). Valuing life, whether disabled or not.
http://home.earthlink.net/~bmattlin/id50.html. (Retrieved 12/07/05)
Mead, M. (1947). What is Happening to the American Family? Journal of Social Casework, 323-330.
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Spring 2013, Palmer
Snow, K. (09/2005). People first language. [Online]. www.disabilityisnatural.com, (Retrieved
12/18/2005).
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