THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
Course Number/Title: SoWo 501.956: Confronting Oppression and Institutional Discrimination
Instructor: Kelly B. Reath, MSW, PhD
828-337-4267 (cell); 828-682-4393 (home); reath@unc.edu
Office Hours: By appointment
Semester/Location: Spring 2011/Blue Ridge TEDC, Rm 311
Course Description: This course examines discrimination and its implications for social work
practice. Particular attention is paid to issues of gender, race, and the
consequences of social inequality on individuals and families.
Course Objectives: Upon completion of the course, students should be able to:
1. Demonstrate an understanding of the nature of prejudice and effects of discrimination on
individuals and groups, especially with regard to race and gender. Other populations to be
considered are ethnic groups, older persons, gays and lesbians, disabled persons, and persons who
reside in rural areas.
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. Demonstrate an understanding of the dynamics of excluding and being excluded at the individual,
group, and familial level.
5. Identify and manage their own feelings of difference and similarity as they relate to the
development of self and their own practice skills.
6. Identify and consider ways of addressing institutional discrimination as it appears in social welfare
policy and in the management and practice of human services.
7. Demonstrate an ability to apply social work values and ethics to practice with diverse populations.
8. Demonstrate knowledge of differential assessment and intervention skills needed to serve diverse
populations.
9. Demonstrate an understanding and appreciation of human diversity and family strengths.
SoWo 501.956, Confronting Oppression and Institutional Discrimination, Spring 2011
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Course Rationale:
This course recognizes the fact that all social workers have a responsibility to meet the needs of
diverse client systems in our society; and, therefore, all social workers should have some specific
knowledge about these groups. 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. Although institutional racism
and sexism are the main thrust, the course also explores the implications and connections of
discrimination for other special populations, including ethnic groups, older persons, gays and lesbians,
and the disabled. 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 made to feel different from
the majority or dominant group.
Texts:
Adams, M., Blumenfeld, W., Castaneda, R., Hackman, H., Peters, M. & Zuniga, X. (2009).
Readings for diversity and social justice (2nd ed.). New York, NY: Routledge.
Evaluation:
The School of Social Work operates on an evaluation system of Honors (H), Pass (P), Low Pass (L),
and Fail (F). The numerical value of an H ranges from 94 – 100; a P is 80 – 93; an L ranges from 70 –
79. A grade of P is ―entirely satisfactory.‖ The grade of Honors signifies that the work is clearly
excellent in all respects. A student receiving a grade of F, or nine or more Low Passing credits, is
ineligible to continue in graduate school.
The final grade will be calculated according to the following point scale:
Class Attendance and Participation
On-line Course Prerequisite
Cause Advocacy Framework (3 @ 10 pts. each)
Focus Paper (2 @ 10 pts. each)
Debate (20 pts. group, 10 pts. individual)
10 pts.
10 pts.
30 pts.
20 pts.
30 pts.
The Honor Code:
The Student Honor Code is always in effect in this course. The Instrument of Student Judicial
Governance requires that you vouch for your compliance on all your written work. We expect you to
write the following pledge in full on each document (sign and date your statement): I have neither
given nor received any unauthorized assistance on this assignment. All examinations must be taken
without the assistance of other people; however, you may study with your classmates. The crucial
thing to remember is that you must credit ideas that are not your own, whether or not those ideas have
appeared in print.
SoWo 501.956, Confronting Oppression and Institutional Discrimination, Spring 2011
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Late Papers:
Late papers are strongly discouraged. Students are expected to hand in all assignments on time. All
written assignments are expected by the beginning of class. Assignments accepted after the designated
due date/time will have 1 point deducted for each day the assignment is late. Assignments may be
mailed (using the postmark) or emailed (using the recorded time/date received). No assignments will
be accepted after the April 29, 2011 class session.
Paper Format:
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
(6th ed.) (2009) which is available at most bookstores. The following web-sites provide additional
information:

http://www.apastyle.org/elecref.html (APA Style for material in electronic formats)

http://juno.concordia.ca/faqs/apanetscape.html (general information about documentation using
APA style)
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. Prior to requesting accommodations, students need to register with the UNC Disability
Services. For more information, students should review the UNC Disability Services website:
http://disabilityservices.unc.edu/
Teaching Methods:
A supportive learning environment, reflecting the values of the social work profession, is essential for
the success of this class. The following behaviors will help us develop a supportive environment for
learning:
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Listen with care to the ideas of others;
Clearly articulate your own point of view;
Avoid absolute statements, generalizations, and anecdotal information;
Restrain defensiveness;
Respect yourself and others; and
Link readings and assignments to experience.
The instructor for this course will use a variety of teaching styles so that the course can actively engage
students with diverse learning styles. Teaching methods will include a mixture of lecture, discussion,
Socratic dialogue, video, large and small group activities, and student presentations. Additional
readings may be assigned and outside speakers may be invited as the semester progresses at the
discretion of the instructor. Laptop computers are not permitted in class unless approved to
accommodate students with a documented disability.
SoWo 501.956, Confronting Oppression and Institutional Discrimination, Spring 2011
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Course Grade:
Your performance will be graded according to the following criteria:
Class Attendance and Participation: (10 pts.)
Students are expected to attend and contribute to class discussion. Any absences above one will result
in a ½ pt. deduction of total points awarded for the course.
Each student is responsible for contributing to the Socratic Dialogue (9 pts.) and for participating in
the Heritage Gallery Assignment (1 pt.). 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. On January 28, bring an expression of your heritage for display and discussion.
This can be an artifact, food, glossary of terms, tradition, a performance, and/or an art form – anything
that comes from your chosen group identity.
Prerequisite Course: (10 pts.)
An on-line prerequisite course is required of each student. The student will be expected to complete
the self-paced course as a prerequisite to SoWo 501: Confronting Oppression and Institutional
Discrimination. Upon completing the readings, reviewing websites, and other activities, the student
will take a multiple choice examination. Successfully passing the exam will allow the student to enroll
in SoWo 501 and receive 10 pts. toward their final grade.
Cause Advocacy Framework: (30 pts.)
Select three professional journal articles, outside of required class readings, on institutional
discrimination (organization or social policy) and develop a two page Cause Advocacy Framework for
each article. The articles must reflect content relative to three separate class sessions, and have prior
approval by the instructor. Each student will be responsible for leading class discussion during the
semester on their respective article. For further guidance, refer to the instructions for the Cause
Advocacy Framework.
Focus Paper: (20 pts.)
Each student will be responsible for two focus papers. Each assignment is limited to three, doublespaced, word-processed pages using APA style. Please refer to the Focus Paper Instruction sheet when
completing these papers.
SoWo 501.956, Confronting Oppression and Institutional Discrimination, Spring 2011
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Course Grade: (continued)
Debate: (30 pts.)
Students will be assigned to two separate teams for the specific purpose of debating an issue selected
by the instructor. Each team will participate in one debate and receive one grade (20 pts.) as a group.
Individual participation and contribution (10 pts.) will be evidenced by a journal and research
portfolio. An APA bibliography of resources utilized by the group is expected (group grade). All
teams should be ready to debate on April 29. The bibliography (team) and journal (individual) are due
April 15. Individual research portfolios may be handed in the day of the debates, April 29.
Course Website:
The course web-site is located at https://blackboard.unc.edu. The specific course ID is:
SOWO501.956.SPRING2011. All readings in the syllabus marked as E-Link are accessible through
External Links on Blackboard. Students will need their Onyen and password.
To fully benefit from the materials posted to the course website, students should have: 1) An UNC
email account; 2) Obtained skill in sending, receiving, downloading, and printing email attachments; 3)
Developed some skill in ―web-surfing‖ and critiquing the appropriateness of websites for academic
research; 4) Acquired the ability to use Adobe Acrobat, Real Player, and Microsoft Office software;
and 5) A desire to explore the use of multi-media, including video and audio streaming.
The UNC Office of Academic Technology and Networks (ATN) provides extensive, easily accessible,
training in the use of email and software packages (including self-paced computer based training
packages accessible from your personal PC).
UNC-ATN also provides excellent technical support for all your hardware and software dilemmas.
ATN is located in UNC-CH Wilson Library, Suite 300, phone 962-HELP (24 hours) or at
Help@unc.edu.
SoWo 501.956, Confronting Oppression and Institutional Discrimination, Spring 2011
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Course Calendar/Outline:
JANUARY 14, 2011
Introduction, Rationale, Course Objectives and Requirements, On-line Prerequisite History
Definitions: Discrimination, Oppression, Minority Status
Required Reading:
NASW Code of Ethics (http://www.naswdc.org)
Video: Sneetches
__________________________________________________________________________________
JANUARY 21, 2011
Conceptual Frameworks, Group Affiliation, Diversity, Privilege
Required Reading:
Readings for Diversity and Social Justice – Section 1 (pp. 1 - 58).
McIntosh, P. (1990). White privilege: Unpacking the invisible knapsack. Independent School, 49(2),
31 - 35. E-Link
Spencer, M. S. (2008). A social worker’s reflections on power, privilege, and oppression [Guest
Editorial]. Social Work, 53, 99 - 101. E-Link
Video: Twelve Angry Men
Assignments: Debate Team Formation (in-class)
JANUARY 28, 2011
Racism
Required Reading:
Readings for Diversity and Social Justice – Section 2 (pp. 59 - 139).
Allen, J., & Littlefield, J. (2000). Without sanctuary: Photographs and postcards of lynching in
America. E-Link
Video: The Murder of Emmett Till
Assignment: Heritage Gallery Presentation (in-class)
SoWo 501.956, Confronting Oppression and Institutional Discrimination, Spring 2011
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FEBRUARY 4, 2011
Civil Rights Movement
Required Reading:
King, M. L., Jr. (1963, April 16). ―Letter from Birmingham City Jail‖ E-Link
King, M. L., Jr. (1963, August 28). March on Washington for Jobs and Freedom. E-Link
King, M. L., Jr. (1968, April 3). I’ve been to the Mountain Top. E-Link
Morris, A. D. (1999). A retrospective on the civil rights movement: Political and intellectual
landmarks. Annual Review of Sociology, 25, 517 - 539. E-Link
Video: King: From Memphis to Montgomery
Assignment: Focus paper 1 assigned – The Stars and Bars: Hate or
Heritage?
__________________________________________________________________________________
FEBRUARY 11, 2011
Classism
Required reading:
Readings for Diversity and Social Justice – Section 3 (pp. 141 - 223)
Video: A Class Apart: A Mexican American Civil Rights Story
__________________________________________________________________________________
FEBRUARY 18, 2011
Religious Oppression
Required Reading:
Readings for Diversity and Social Justice – Section 4 (pp. 227 - 307)
Video: America and the Holocaust: Deceit and Indifference
Assignment: Debate Teams Preparation (in-class)
__________________________________________________________________________________
SoWo 501.956, Confronting Oppression and Institutional Discrimination, Spring 2011
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February 25, 2011
Sexism
Required Reading:
Readings for Diversity and Social Justice – Section 5 (pp. 315 - 367)
Gilbelman, M. (2003). So how far have we come? Pestilent and persistent gender gap in pay. Social
Work, 48, 22 - 32. E-Link
Video: Chisholm ’72: Unbought & Unbossed
Assignment: Focus Paper 1 due
March 4, 2011
Heterosexism and Transgender Oppression
Required Reading:
Readings for Diversity and Social Justice – Section 6 (pp. 371 - 413) & Section 7 (pp. 423 - 455)
Avery, A., Chase, J., Johansson, L., Litvak, S., Montero, D., & Wydra, M. (2007). America's changing
attitudes toward homosexuality, civil unions and same-gender marriage: 1977-2004. Social Work,
52, 71 - 79. E-Link
Burdge, B.J. (2007). Bending gender, ending gender: Theoretical foundations for social work practice
with the transgender community. Social Work, 52, 243 - 250. E-Link
LaSala, M.C. (2007). Too many eggs in the wrong basket: A queer critique to the same-sex marriage
movement. Social Work, 52, 181 - 183. E-Link
Poindexter, C. (1997). Sociopolitical antecedents to Stonewall: Analysis of the origins of the gay rights
movement in the United States. Social Work, 42, 607 - 615. E-Link
__________________________________________________________________________________
March 11, 2011
Spring Break
__________________________________________________________________________________
March 18, 2011
Ableism
Required Reading:
Readings for Diversity and Social Justice – Section 8 (pp. 457 - 528)
SoWo 501.956, Confronting Oppression and Institutional Discrimination, Spring 2011
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March 18, 2011 (continued)
Ableism
Required Reading:
Hernandez, B. (2000). Employer attitudes toward workers with disabilities and their ADA
employment rights: A literature review. The Journal of Rehabilitation, 66, 4 - 16. E-Link
Assignment: Focus Paper 2 assigned – Undocumented Residents and
Driving Privileges: Protecting America’s Interests?
__________________________________________________________________________________
March 25, 2011
Ageism and Adultism
Required Reading:
Readings for Diversity and Social Justice – Section 9 (pp. 533 - 584)
Assignment: Practice Debates (in-class)
__________________________________________________________________________________
April 1, 2011
Spirituality and Cultural Competency
Required Reading:
Johnson, Y. M., & Munch, S. (2009). Fundamental contradictions in cultural competence. Social
Work, 54, 220 - 231. E-Link
Hodge, D. R. (2002). Does social work oppress evangelical Christians? A "new class" analysis of
society and social work. Social Work, 47, 401 - 414. E-Link
Hodge, D.R. (2005). Epistemological frameworks, homosexuality, and religion: How people of faith
understand the intersection between homosexuality and religion. Social Work, 50, 207 - 218. ELink
Jimenez, J. (2006). Epistemological frameworks, homosexuality, and religion: A response to Hodge.
[Points & Viewpoints]. Social Work, 51, 185 - 187. E-Link
Melendez, M. P., & LaSala, M.C. (2006). Who's oppressing whom? Homosexuality, Christianity, and
social work [Points & Viewpoints]. Social Work, 51, 371 - 377. E-Link
Reamer, F. G. (2003). Social work, evangelical Christians, and values. [Letters]. Social Work, 48, 428
- 431. E-Link
SoWo 501.956, Confronting Oppression and Institutional Discrimination, Spring 2011
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April 8, 2011
Immigration
Required Reading:
―Sterilization Laws‖ & ―Immigration Restriction‖ from the Eugenics Archive [On-line]. E-Link
Padill, Y. C., Shapiro, E. R., Fernandez-Castro, M. D., & Faulker, M. (2008). Our Nation’s Immigrants
in peril: An urgent call to social workers [Guest Editorial]. Social Work, 53, 1 - 8. E-Link
Furman, R., Negi, N. J., Iwamoto, D. K., Rowan, D., Shukraft, A., Gragg, J. (2009). Social work
practice with Latinos: Key issues for social workers. Social Work, 54, 167 - 174. E-Link
Video: Mississippi Chicken
Assignment: Focus Paper 2 due
__________________________________________________________________________________
April 15, 2011
Working for Social Justice
Required Reading:
Readings for Diversity and Social Justice – Section 8 (pp. 587 - 649)
Video: Terry Sanford and the New South
Assignment: Debate Teams Preparation (in-class)
_________________________________________________________________________________
April 22, 2011 – University Holiday
_________________________________________________________________________________
April 29, 2011 – Debates
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FOCUS PAPER INSTRUCTIONS
The paper should be concise yet provide an extensive analysis of the subject (literature review vs. case
presentation). A good paper will display the following characteristics:
1. An appropriate conceptual framework utilizing headings that are creative and imaginative. The
heading for the conclusion is: Implications for Social Work. The first page of the text needs the title
centered at the top. Use of a heading for the introduction is optional.
2. Central and related issues/considerations will be clearly identified.
3. Attention needs to be given to the relation between ethnic minorities and women with the
assigned subject area.
4. A maximum of five literature sources in the bibliography. With the exception of on-line professional
journals, a limit of two sources from the web may be used as part of the five sources.
5. Paper will be well presented in terms of organization, readability and style (sentence structure,
spelling, etc.).
6. Paper should display APA (APA Manual, 6th ed.) format for text citations and
bibliography entries.
7. Text is to be double spaced (no smaller than 6 lines per inch) and limited to 3 pages excluding title
and bibliography page. For print, use Times New Roman 12 font size. Right-hand justification
command in word processing packages must be deleted. All characters (including page numbers)
must be in the same typeface.
8. Title page needs to include the following: title as provided in the syllabus (centered in page), author
and course number (lower right hand corner).
9. Uniform margins of 1 inch need to be at the top, bottom, right and left of every page. Do not use a
running head (author or abbreviated title).
10. Pagination begins with the second page (2) of text. All page numbers should be typed in the upper
right-hand corner of the page. Title page and bibliography are not numbered.
11. Staple paper in upper left-hand corner. Please do not use any form of cover other than the Title
page.
12. A signed honor code should be on the title page or bibliography.
SoWo 501.956, Confronting Oppression and Institutional Discrimination, Spring 2011
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SOCRATIC DIALOGUE SEMINAR
Students are encouraged to think critically and convey their reasoning succinctly through collaborative
dialogue rather than debate. Questions will serve as the catalyst for learning.
Prior to the seminar, students are expected to read the assign required material and prepare questions to
facilitate the dialogue. For each reading, students need to prepare the following: 1) One open-ended
question requiring understanding and interpretation of the material content; and 2) One open-ended
question on the implications of the material read relative to causal advocacy by professional social
workers. The following will be expected from students:
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Accept responsibility for success of the seminar - come prepared.
When commenting on assigned material or paraphrasing, refer to specific sections of the article
much like you would with a direct quotation for a focus paper.
Stay focused and on topic using the literature (best practices, evidence-based), rather than
anecdotal information or opinion.
When commenting, speak clearly and direct comments to all participants (it is ok to pass if the
practice is not abused).
Allow other participants to finish speaking before commenting – demonstrate respect.
Paraphrase the thoughts and expressions of others before responding.
Provide support for others, while taking initiative in requesting support/assistance for yourself.
Set aside biases and stereotypes.
To receive ¾ point,
students must
demonstrate the
following.
Preparation - comes with notes, refers to highlighted text/readings, has
relevant questions, cites other sources
Involvement - offers good analysis without prompting , provides comments
that extends and moves the dialogue forward
Comprehension - through comments and prepared questions, demonstrates deep
understanding of material
Awareness - focused, actively listening to others and provides clarification of
others comments, notes moments of silence and actively works to
revive conversation
To receive ½ point,
students must
demonstrate the
following.
Preparation - comes with notes, refers to highlighted text/readings, has
relevant questions
Involvement - offers good analysis without prompting
Comprehension - through comments, demonstrates knowledge of material
Awareness - focused, actively listening, provides clarification of others comments
To receive ¼ point,
students must
demonstrate the
following.
Preparation – not evident that material has been read, questions not fully prepared
Involvement - some analysis offered, but needs prompting from facilitator
Comprehension - not fully demonstrated
Awareness - not focused on/or following discussion