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, 2011
Tuesdays, 9:00 – 11:50 a.m.
Laurie Selz Campbell, MS,
TTK Building, Room 355
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 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.
1
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. (2000). 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 readings will be posted on Blackboard.
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
2
speak with me at the beginning of the semester so that alternative forms of contribution can
be identified.
Assignment Descriptions:
Descriptions of the course assignments are below. We will discuss further guidelines and
resources as we move through the semester.
Assignment 1: Analysis Paper On Crash
Based on your viewing of Crash, you will submit a 5-7 page paper that reflects your
understanding and application of concepts of privilege, oppression, classism, and racism to
the film. Specific questions to be addressed will be provided.
Assignment 2: Community Meeting
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 2-3 pages, please describe the meeting or event, and
reflect on your experience of attending. What did you take from this event that may help you
to better understand the experience of difference and/or marginalization?
Assignment 3: Personal Reflection Paper On Privilege and Oppression
This 5-7 page paper will ask you to reflect personally on your own experiences of privilege and
oppression, and to identify areas of strength and potential growth in the evolution of your
social work practice. The paper is meant to be a personal narrative, and, therefore, should be
written in first person. Further guiding questions will be provided.
Assignment 4: Team Presentation on Alliance & Just Practice with Oppressed Persons
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? Consider the range of
bio-psycho-social-spiritual outcomes and others of relevance.
3
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?
Assignment 5: Alliance & Just Practice Individual Paper
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. As always, additional guidelines will be provided.
Grading System:
Points will be assigned as follows:
Analysis paper on Crash
Community Meeting
Personal reflection paper on privilege & oppression
Alliance & just practice team presentation
Alliance & just practice individual paper
Participation
Total
20
10
20
25
15
10
100 points
Grades will be assigned as follows:
94 - 100
80 - 93
70 - 79
<70
H
P
L
F
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 (9627227) provides supportive services for students with learning disabilities and attentiondeficit/hyperactivity disorders.
Policy on Academic Dishonesty:
4
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
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.
5
Course Outline
Date
Topics
Readings
Jan 11
 Introduction
 Safer space
 Beginning to
grapple with
oppression
None
Jan 18
Core concepts:
- Identity &
social location
- Privilege
- Intersections
of oppression
- Internalized
oppression
- Being an ally
Adams: Section 1, Conceptual Framework, pp. 1-60.
Jan 25
 Core concepts
(continued)
 Classism
Adams: Section 7, Classism, pp, 379-406
Feb 1
Racism
Adams: Section 2, Racism, pp. 61-120.
Feb 8
 Race & ethnicity
 Heritage gallery
Posted on Blackboard:
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
Chapter 8: Critical Issues in Latino, American Indian, &
Asian Pacific American Identity Development
Due
Posted on Blackboard:
McIntosh, P. (1990). White privilege: Unpacking the invisible
knapsack: Independent School. 49(2), 31-35.
Johnson, A. G. (2006). Privilege, power, and difference.
Boston: McGraw Hill.
Chapter 3: Privilege, Oppression, & Difference
Chapter 8: How Systems of Privilege Work
Preparation for In-Class Activity: Please 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.
Feb 15
Viewing &
discussion of film
“Crash”
Posted on Blackboard:
Johnson, A. G. (2006). Privilege, power, and difference.
Boston: McGraw Hill.
Chapter 5: Making Privilege Happen
Chapter 7: Privilege, Power, Difference, & Us
Chapter 9: Getting Off the Hook: Denial & Resistance
Feb 22
Sexism
Adams: Section 4, Sexism, pp. 199-260.
Mar 1
Heterosexism
Adams: Section 5, Heterosexism, pp. 261-318
Analysis of
Crash
6
Date
Topics
Readings
Mar 8
Mar 15
Due
Happy Spring Break!!
Religious
oppression
Adams: Section 2, Anti-Semitism, pp. 133-198
Posted on Blackboard:
Levine. J. (2001). Working with victims of persecution:
Lessons from Holocaust survivors. Social Work, 46(4),
350-360.
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 22
Oppression of
persons with
disabilities
Adams: Section 6, Ableism, pp. 317-378.
Mar 29
Ageism
Carlton-LaNey, I. (2005). African Americans aging in the
rural south: Stories of faith, family, and community. NC:
Sourwood Press, Inc.
Note: We will divide the chapters among class
members.
Community
meeting paper
Posted on Blackboard:
Carlton LaNey, I. (1992). Elderly black farm women: A
population at risk. Social Work, 37(6), 517-523.
Apr 5
Apr 12
Working for
Social Justice:
Becoming an Ally
Adams: Section 8, Working for Social Justice, pp. 447-498.
Socially Just
Practice
Posted on Blackboard:
Sue, D.W. & Sue, D. (1999). Sociopolitical considerations of
trust and mistrust in multicultural counseling and
therapy. In Counseling the culturally different: Theory
and practice (pp. 27-49). New York: John Wiley.
Posted on Blackboard:
Johnson, A. G. (2006). Privilege, power, and difference.
Boston: McGraw Hill.
Chapter 10: Becoming Part of the Solution
Personal
reflection
paper due
Additional reading to be posted (just practice & cultural
trauma).
Apr 19
Presentations: Supporting Oppressed Groups
Apr 26
Presentations: Supporting Oppressed Groups
Individual
paper due
7