Race and Diversity Issues Discourse in Higher Education: Reflections from MSW Students

Background: Prior studies stressed that cultural competence begins with an understanding of one’s own personal and professional cultural awareness. Difficulty students’ encounter in meaningful discussion about racism, classism, and sexism has been documented. Concepts of reflective learning are not new to the pedagogical discourse in higher education. It has been reported that reflective writing provide students a critical skill for functioning effectively in diverse and complex practice environment. The purpose of this study is to gain better understanding of MSW students’ perceived challenges in classroom discourse on race-related and diversity topics, perceived competence of instructor facilitation, and perceived importance of the continuation of such discourse in social work education.

Methods: Data were collected from 19 MSW students through a course assignment at the end of their first year. Content analysis was used to examine what students perceived were challenges in classroom engagement on race and diversity discourse, their perceived competence of the instructor facilitation, and the importance of such discourse for social work education.

Results: Students’ comfort level or difficulties varied based on their own prior experiences dealing with such issues in daily life, the diversity of the students in the classroom, and apprehensions related to not knowing how others would perceive their opinion. Students agreed that such discourse is critical for social work education and practice and therefore should continue as it enhanced their perspectives and understanding of racism. The instructor was perceived as competent in facilitating the race-related discourse. Most agreed that enough time was provided for the discourse. Some of the lessons they learnt through the discourse included understanding what it means to have ‘white privilege,’ the need to be more sensitive when discussing race and diversity topics, to be more empathetic to others’ histories and past experiences, and the need to become more culturally competent with clients.

Implications: The findings have implications for social work educators, researchers and practitioners in enhancing students’ self-awareness and cultural competency in working with diverse client populations. Future studies could examine a larger sample size using standardized scales to measure students’ perceived s cultural humility and competence to work with diverse clients.