Interrupting Hetero- and Cisnormativity in Social Work Programs: LGBTQ+ Student Strategies for Increasing Inclusion

• Published in: Journal of social work education Vol. 57; no. 2; pp. 342 - 356
• Main Authors: Wagaman, M. Alex, Alessi, Edward J., Goffnett, Jacob, Watts, Keith J., Iacono, Giovanni, Thomas, De'Shay, Paceley, Megan S., Craig, Shelley L.
• Format: Journal Article
• Language: English
• Published: Washington Routledge 03-04-2021; Taylor & Francis Ltd
• Subjects: Advocacy; Barriers; Caseworkers; Cisgender; College Graduates; College Students; Curricula; Educational Environment; Educational Practices; Foreign Countries; Inclusion; Intervention; LGBTQ People; Professional training; Program Content; Qualitative research; Self Disclosure (Individuals); Social Attitudes; Social Bias; Social exclusion; Social programs; Social Work; Social work education; Student Experience; Students; Canada; United States
• ISSN: 1043-7797; 2163-5811
• DOI: 10.1080/10437797.2019.1671261

The Council on Social Work Education mandates that students be prepared to work competently across lines of difference. Research suggests that social work programs have inadequate curricula for preparing students to work with LGBTQ+ people, and can be unsupportive of the needs of LGBTQ+ students. Little is understood about the experiences of LGBTQ+ social work students who work to address these programmatic inadequacies. This qualitative study collected data from LGBTQ+ social work students in the US and Canada who had engaged in efforts to increase inclusion in their programs. A thematic analysis found that students used individual and collective strategies to increase programmatic inclusion of LGBTQ+ people and content. Participants also described the burden associated with doing this identity work.