Opara Ijeoma, Brown Tiffany L
Department of Social and Behavioral Sciences, Yale School of Public Health.
Department of Family and Consumer Sciences, California State Long Beach.
J Soc Work Educ. 2023;59(1):263-269. doi: 10.1080/10437797.2021.1985026. Epub 2021 Oct 29.
Black girls in the United States face a double or triple jeopardy that places them at risk compared to White girls and other ethnic minority girls. Furthermore, their voices and experiences are often ignored and not discussed fully within the social work classrooms. Since the social work profession is founded on social justice and equity, we urge educators to center the experiences of Black girls within their curriculum by recognizing their experiences within the context of power, privilege and oppression. This teaching note presents intersectionality as a framework for teaching social work students about working effectively with Black girls by focusing on their unique social location. Specifically, we provide strategies that engage social work students through case studies using qualitative research, student reflections, educational videos, and guest speakers. By using an intersectionality lens, social work curriculums can provide an important foundation for students to understand the nuanced ways that Black girls develop and experience the world.
与白人女孩和其他少数族裔女孩相比，美国黑人女孩面临着双重或三重困境，这使她们处于危险之中。此外，在社会工作课堂上，她们的声音和经历往往被忽视，没有得到充分讨论。由于社会工作专业建立在社会正义和平等的基础上，我们敦促教育工作者在课程中以黑人女孩的经历为中心，认识到她们在权力、特权和压迫背景下的经历。本教学笔记将交叉性作为一个框架，通过关注黑人女孩独特的社会位置，教导社会工作专业学生如何有效地与她们合作。具体来说，我们提供了一些策略，通过使用定性研究的案例分析、学生反思、教育视频和客座演讲者，让社会工作专业学生参与进来。通过运用交叉性视角，社会工作课程可以为学生理解黑人女孩认识和体验世界的细微方式提供重要基础。
