Breaking the Chains: Challenging Antiblackness In Social Work Education and Practice: a Qualitative Study

Abstract

This dissertation critically examines the pervasive effects of anti-Blackness within social work education, focusing on how these experiences influence the development of Black identity among social work faculty. Situated within a historical context of systemic exclusion, marginalization, and racial discrimination, the study investigates the strategies employed by Black social work educators to navigate and construct their professional identities. The central research question explores how anti-Blackness within social work members. The study\u27s findings are organized into five key themes: recognition of systemic racism, challenging dominant narratives, amplifying counter-narratives, intersectionality and complex identities, and advocacy for systemic change. These themes highlight the deep-rooted nature of racism in social work education, including challenges such as curricula that neglect Black communities and the resistance encountered when addressing race and privilege. The research also emphasizes the role of intersectionality in complicating the navigation of personal identity, with Black faculty members often facing microaggressions and societal pressure to conform, which undermines their sense of belonging. In addition, the dissertation advocates for significant institutional changes, including curriculum reform, increased diversity among faculty, and the integration of antiracism training into professional development. The findings suggest that such changes are crucial for creating a more inclusive and supportive academic environment for Black educators and students. Ultimately, this dissertation contributes to a deeper understanding of the barriers faced by Black individuals in social work education and offers practical strategies for promoting an academic culture that fosters equity, inclusion, and systemic transformation