Introduction
Social workers have historically been involved in the social justice movement that have, and are still taking place. According to the National Association of Social Workers Code of Ethics and the Council of Social Work Education Handbook of Accreditation Standards and Procedures, there are requirements for social work practitioners and social work educational programs to address issues of diversity and social justice (NASW, 1996; CSWE, 1994). It is imperative for social work students to understand the effects of oppression on all minority groups. Social work students’ knowledge of oppression or lack thereof, can directly impact clients through the services that they receive, including intake, assessment, treatment planning, and therapeutic services. Without basic knowledge of the effects of oppression, blaming or judgmental attitudes can be formed by the social worker, severely affecting service delivery, or even the way the social worker perceives a client.
Van Soest, a leader in the study of oppression in the field of social work, and Wambach, provide various forms of oppression, based upon distinctive themes. Thus for the purposes of this research, I choose to operationalize oppression as delineated by Van Soest and Wambach. They describe oppression as follows:
“The act of molding, immobilizing, or reducing opportunities, which thereby restraints, restricts, or prevents social, psychological, or economic movements of an individual or group” (Van Soest & Wambach, 1997, p. 243).
“Simply stated, oppression is an institutionalized, unequal power relationship” (Rothensberg, 1998, in Van Soest & Wambach, 1997, p. 244). This form of oppression generally involves the force of the law and formal government (Van Soest & Wambach, 1997). In cultural oppression, “the norms and values of the dominant group are deemed superior and serve as the standards for judging all other groups (Griffin, 1991, in Van Soest & Wambach, 1997, p. 244). Cultural oppression generally “involves issues of ‘taste,’ such as music, art, literature, language, religion, or standards of physical beauty” (Van Soest & Wambach, 1997, p. 244). In contrast to the process of oppression, it’s end result “delimits a person’s ability to fulfill his or her own potential” (Smith, 1991, p. 243, in Van Soest & Wambach, 1997).
The underlying theme of oppression relates to power in human relationships, including the use and misuse of power. Power is the basis for dominant groups to have the capacity in “imposing its will repeatedly on another, despite any opposition” (Van Soest & Wambach, 1997, p. 244). It is not unusual for oppressed subordinate groups to rationalize their oppression. In most cases, “they view their domination as inevitable, as resulting from their own inadequacies” (Van Soest & Wambach, 1997, p. 246). The following are beliefs or subordinate groups (those less powerful) involving their feelings of being inevitably dominated as described by Van Soest & Wambach (1997): “the belief that the more powerful are knowledgeable and capable; the belief that the more powerful have the interest of the subordinate group at heart; the fact or belief that the subordinate group can have access to the resources if it behaves in a manner prescribed by the more powerful group” (p. 246).
Strategy
As implied earlier, a social work students’ knowledge of oppression upon their graduation from social work programs can directly impact service delivery. To better understand this implication, this author explored social work students’ perceptions of the effects of their social work education in preparing them to work with oppressed populations. The sample consisted of graduate level social work students from two different social work classes/cohorts.
Data Collection and Analysis
The method used to obtain students’ perception was that of two focus group discussions. The purpose of this strategy was to seek student’s subjective reactions to their social work education regarding oppression. The context of this investigation took place in a school of social work program in a small northern university. In collecting the pertinent data, the following questions were asked to each focus group:
1. What is your definition of oppression?
2. How has social work education affected your views of oppression?
3. What are oppressed populations according to what you have learned in social work education?
4. How has your social work education prepared you for working with oppressed populations?
5. How does oppression affect the clients you work with/will be working with?
6. What populations do you feel your education has not prepared you to work with?
7. What was the most helpful in social work education in understanding oppression?
8. What are the characteristics of a social worker that works effectively with oppressed populations?
9. What kind of work is most effective in social work practice that is helpful to oppressed populations?
In the analysis of the responses to each question, the author believes that the students in both focus groups view the strengths and weaknesses of the program consistently.
In response to the first question, responses taken from the evaluations revolved around students identifying oppression of power (who has it and who does not). It was recognized as being both intentional and unintentional, socialized, learned, and that the intentions of people lead to oppressive actions to keep power. Students also recognized the perceptions of people in power in society; in that, there are “not enough” resources to go around and the struggle is to get more and keep what you already have.
In response to the second question, the themes for social work education affecting views of oppression were by teaching students to be open-minded, non-judgmental, observant, compassionate, learning happens throughout life, and that social workers need to be aware of how their beliefs affect their perceptions. These themes were consistent in both groups. In response to the third question, students identified the oppressed populations by race, ethnicity, sexual orientation, religion, and people with disabilities. In one of the focus groups, there was discussion surrounding Civil Rights and equal opportunity legislation. The discussion was divided on the importance of laws protecting oppressed populations and the impact of the individual.
In response to the fourth question, students stated that they felt their education prepared them by understanding that everyone has different experiences, and not to make assumptions based on knowledge and/or experience. Other key words used in response to this question included the ability to listen and be observant. In response to the fifth question, the major themes were that oppression gives the people seeking services from social workers feelings of hopelessness, defeat, feeling victimized, and being distrustful of organizations and people.
In response to the sixth question, the students in both focus groups identified that their education in social work has done little to address the issues of physical disability. There was also discussion about education not addressing gay and lesbian issues, and “covert” or underlying racism that exists, but is not as identifiable. In response to question seven, students discussed participating in experiential activities, discussing surrounding issues of oppression, speakers being brought into classes, and the diversity of the professors’ specializations within the program as being most helpful in understanding oppression. The experiences the students had in the field during their internships were also discussed as being helpful.
The characteristics of a social worker that works effectively with oppressed populations included being open-minded, knowing themselves, observant, resourceful, compassionate, and able to pull together information. Also, being ethical in social work practice was discussed in both focus groups. Finally, in describing the type of work that is most effective in working with oppressed populations, students identified advocacy, working with the individual and the community, and promoting legislation that protects oppressed people. Discussions took place regarding how different levels of work (micro-mezzo-macro levels) were needed to effectively deal with problems concerning oppression and other problems within our society.
The focus groups disclosed valuable information about students’ perceptions of oppression. Though their use of words to characterize oppression, the input the students had regarding the strengths and weaknesses of their social work education, and the ways that oppression could be addressed in classes, were helpful in learning the impact of it on people (particularly the oppressed). The results of this investigation have led this author to recommend the following:
1. Full inclusion of oppression in every core and elective social work class.
2. Equal inclusion of disabilities issues in class content.
3. Further and expanded research should be conducted regarding perceptions of oppression and social work education.
Relative opportunities for future research should include the following:
1. Comparative research using similar measures between undergraduate (particularly traditional students) and graduate social work students.
2. Quantitative research measuring the overall impact of students’ knowledge of social work course content in the areas of oppression and on matters of diversity.
3. Research using qualitative interviews as the data collection source in examining personal attitudes and beliefs of the various forms of oppression.
4. Research using a critical theory or critical race theory framework to challenge the existence of oppressive conditions in the social work profession.
Summary
Even though this investigation was limited to a simple qualitative inquiry of graduate students’ perceptions, implications are relevant for transitioning social work students and social workers at all levels. As social work students and social workers alike, there must be an understanding of oppression and its effect on oppressed minority groups. Otherwise, there will be a disservice to the increasingly challenging populations being encountered by social work professionals. Furthermore, the social justice movement could potentially stagnate and be limited in its progressive path.
References
Code of Ethics of the National Association of Social Workers. (1996). NASW Code of Ethics. Washington, D.C.: NASW Press.
Council on Social Work Education. (1994). CSWE Handbook of Accreditation Standards and Procedures. Alexandria: CSWE.
Van Soest, D. & Wambach, K.G. (1997). Oppression. In Richard L. Edwards (Ed.). Encyclopedia of Social Work (19th ed.), 243-253.
