Graduate Social Work Faculty's Support for Educational Content on Women and on Sexism

Social work faculty play an important role in preparing students to address sexism and engage in culturally competent practice with women. This study examines the nature of U.S. and Anglo-Canadian graduate social work faculty's support for content on women and on sexism. Although support appear...

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Published in:Social work (New York) 2015-10, Vol.60 (4), p.351-359
Main Authors: Levin, Dana S., Woodford, Michael R., Gutiérrez, Lorraine M., Luke, Katherine P.
Format: Article
Language:English
Subjects:
Canada
Cultural Competency
Culture
Curriculum
Education, Graduate
Faculty
Female
Humans
Male
Middle Aged
Sexism
Social work
Social Work - education
Students
Surveys and Questionnaires
United States
Women
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container_issue 4
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container_title Social work (New York)
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creator Levin, Dana S.
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description Social work faculty play an important role in preparing students to address sexism and engage in culturally competent practice with women. This study examines the nature of U.S. and Anglo-Canadian graduate social work faculty's support for content on women and on sexism. Although support appears high for both content areas, results suggest that faculty endorsement for content on women is significantly greater than that for sexism. Further, bivariate and multivariate analyses indicate that the nature of support differs for each content area. Implications for social work education are discussed.
doi_str_mv 10.1093/sw/swv029
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source JSTOR Archival Journals and Primary Sources Collection; Oxford Journals Online
subjects Canada
Cultural Competency
Culture
Curriculum
Education, Graduate
Faculty
Female
Humans
Male
Middle Aged
Sexism
Social work
Social Work - education
Students
Surveys and Questionnaires
United States
Women
title Graduate Social Work Faculty's Support for Educational Content on Women and on Sexism
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