Spirituality and social work practice at historically Black colleges and universities

• Published in: Journal of human behavior in the social environment 2017-07, Vol.27 (5), p.424-437
• Main Authors: Bowles, Dorcas, Clayton, Obie, Hopps, June Gary
• Format: Article
• Language: English
• Subjects: Advocacy; African Americans; Charters; Colleges & universities; Critical race theory; Critical theory; Curricula; Double consciousness; Du Bois, W E B (1868-1963); Environmental aspects; Epistemology; Ethics; Historically Black colleges; Historically Black Colleges & Universities; Inequality; Insurgency; Marginality; Professional practice; Professional training; Race; Racism; Religion; Religiosity; Religious beliefs; Schools; Segregation; Social agencies; Social environment; Social institutions; Social services; Social values; Social work; Social work education; Social workers; Spirituality; Uncertainty
• ISSN: 1091-1359; 1540-3556
• DOI: 10.1080/10911359.2016.1203384

In 2011 the Council on Social Work Education Religion and Spirituality Work Group was organized "to promote social workers' knowledge, values, and skills for ethical and effective practice that takes into account the diverse expressions of religion and spirituality among clients and their communities." In this article we discuss how the mission, charters, and goals of historically Black colleges and universities (HBCUs) addressed the domains of religion and spirituality from their inception. More specifically, the focus of this discussion is the epistemology of spirituality and religion at HBCUs from historical and contemporary perspectives. Content on the exploration of the related themes, religion and spirituality, as manifested in the curriculum, cultural milieu, and social environment of HBCUs will be described. Additionally, we document the role and influence of the African American community, church, and political insurgency. These forces, coupled with the inability or unwillingness of established social service agencies and other social institutions to address issues of inequality and marginalization of African Americans, influenced the essence of the content offered in HBCU schools of social work. Spirituality, advocacy for material aid, and critical race theory are themes that were prevalent in HBCUs curriculum. Finally we show that this "unique HBCU curriculum" was brought about primarily by environmental factors such as racism, segregation, and financial uncertainty, leading to what Du Bois referred to as a double-consciousness.