SOCW 6051: Week 2 Journal For this Week’s Journal, complete the ✓ Solved
For this Week's Journal, complete the following activities:
Part A:
According to section 1.05(c) Cultural Awareness and Social Diversity of the NASW (2017) Code of Ethics, "Social workers should obtain education about and seek to understand the nature of social diversity and oppression with respect to race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, and mental or physical ability." The goal is to engage in self-reflection and critical thought. You may choose not to disclose any identity. If you prefer not to state, explain which groups hold privilege based on that identity characteristic and how that affects other groups.
Part B:
According to the preamble to the NASW (2017) Code of Ethics, “The primary mission of the social work profession is to enhance human well-being and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty." However, addressing social oppression often means challenging our own positions of power and privilege. As a social worker, it is essential to engage in critical reflection so that unexamined personal bias does not negatively affect client interaction.
Part C:
Social Workers advocate for human rights and social, economic, and environmental justice. The reasons that social workers engage in critical reflection is to be able to identify their own positionally, disrupt their role in oppressive structures, and use their power and privileges to advocate for social justice for all groups.
Using the table below answer the following questions. Responses should be short answer and demonstrate critical thought and self-reflection.
Paper For Above Instructions
Part A: Social Identity Privilege Matrix
| Social Identity | Hold Privilege | Lack Privilege | Prefer Not to State | Why? |
|---|---|---|---|---|
| Race/Ethnicity | X | I identify as Caucasian. This identity holds a position of privilege in society because in the U.S., Caucasian individuals are often seen as the 'norm' and receive certain benefits and advantages due to systemic structures supporting this identity. A specific example of the privilege I experience is seeing positive representations of people who look like me in media, which reinforces societal norms and expectations. | ||
| Color | X | My skin color is light, which grants me privilege. This representation of 'normalcy' allows me access to environments without fear of discrimination based solely on color. | ||
| Socio-Economic Status | X | I come from a low socio-economic background, which lacks privilege. This status often places me at a disadvantage regarding access to education and healthcare opportunities. For example, as a child, the quality of the schools I attended was below standard compared to those in more affluent areas. | ||
| Mental or Physical Ability | X | I identify as able-bodied. This identity holds privilege because I do not face the barriers that individuals with disabilities often experience, enabling me to navigate spaces freely. | ||
| Sex | X | I identify as female; while this identity can be a source of lack of privilege in professional settings, there are instances of privilege as well, particularly in supportive networks that empower women. For example, I have received mentorship from older female professionals. | ||
| Sexual Orientation | X | I identify as heterosexual, which holds privilege in many contexts as societal norms often favor this orientation. However, I recognize this privilege does not extend universally to every individual. | ||
| Gender Identity or Expression | X | I identify as cisgender. Society often upholds privilege for cisgender people over transgender or non-binary identities, which affects societal acceptance in numerous domains. | ||
| National Origin | X | I identify as American. Holding this nationality affords model citizenship benefits, including political representation and access to resources in a global context. | ||
| Immigration Status | X | Being a citizen bestows significant privileges not granted to undocumented individuals, including lawful rights to work and reside without fear of deportation. | ||
| Age | X | Being a young adult allows me to access opportunities often reserved for that age demographic, like internships and educational programs tailored for younger individuals. | ||
| Marital Status | X | Being unmarried can afford me a level of independence and flexibility that married individuals may not have; there are privileges associated with social expectations placed on single individuals. | ||
| Political Belief | X | Holding progressive beliefs currently feels like a disadvantage in certain political climates, where conservative opinions are favored politically; I recognize this can fluctuate depending on social contexts. | ||
| Religion | X | Being a member of the dominant religious group in my region offers a sense of community and support, underscoring the privilege tied to religious identities. |
Part B: Reflective Questions
- What feelings did you experience when identifying positions of privilege? I experienced feelings of discomfort and recognition as I noted how many aspects of my privilege often go unnoticed. Realizing my advantages prompted a deeper sense of responsibility towards those who lack similar privileges.
- Why do you think you experienced these feelings? These feelings mainly arise from recognizing the discrepancies in societal treatment based on privileges; it feels unjust and often burdensome to carry an awareness of such inequities.
- What feelings did you experience when identifying identities that may lack privilege? When identifying identities lacking privilege, I felt sadness and anger for those whose lived experiences are not respected. It emphasizes the systemic challenges faced daily.
- How may these feelings help or hinder your ability to competently engage in culturally aware social work services? These feelings could enhance my empathy and social awareness, fueling my commitment to advocate for marginalized groups. However, if unchecked, they could lead to emotional fatigue or burnout.
- What does it mean that social identity and privilege are socially constructed? It highlights that the categories we assign people, and the privileges associated with them, are not inherently natural but rather shaped by societal beliefs and norms. This allows for change as societies evolve.
- What are specific steps that you will take during this quarter to develop your understanding of concepts presented and be willing to consider diverse perspectives? I plan to engage in community discussions, attend workshops focused on diversity, read literature from diverse voices, and critically reflect on my biases to foster continuous growth.
Part C: Environmental Justice
Environmental justice relates deeply to human rights, social, and economic justice as it underlines that all individuals, regardless of their socio-economic or social identities, deserve equitable treatment and protection against environmental hazards. It's essential in ensuring that disadvantaged communities receive equal consideration in environmental governance and decision-making.
In my community, one location demonstrating environmental injustice is the industrial sector near the river, where residents face health risks from pollution. In contrast, the affluent areas closer to the town center, with their clean parks and low pollution levels, illustrate how economic status affects environmental quality. Such spatial disparities underscore the lack of equal protection in environmental policies.
The identity characteristics I identified in Part A influence my relationship to these locations; as a middle-class individual, I navigate the city space without fear, whereas lower-income neighborhoods often bear the brunt of environmental disadvantages.
The social worker's role in addressing environmental justice involves advocacy, education, and mobilizing communities to partake in policy decisions affecting their environments. Specific steps I can take include organizing community meetings to raise awareness, collaborating with local organizations focused on environmental reform, and pushing for equitable policies that include marginalized voices.
References
- National Association of Social Workers. (2017). Code of ethics of the National Association of Social Workers.
- Council on Social Work Education. (2015). 2015 Educational Policy and Accreditation Standards for Baccalaureate and Master’s Social Work Programs.
- McIntosh, P. (1988). White Privilege: Unpacking the Invisible Knapsack.
- Young, I. M. (1990). Justice and the Politics of Difference.
- Crenshaw, K. (1991). Mapping the Margins: Intersectionality, Identity Politics, and Violence Against Women of Color.
- Bell, D. (1992). Faces at the Bottom of the well: The Permanence of Racism.
- Sanders, M. (2015). Environmental Justice and the Politics of the Poor.
- Schlosberg, D. (2007). Defining Environmental Justice: Theories, Movements, and Nature.
- Lewis, L.A. (2002). Environmental Justice: An Overview of the Historical Context and Significant Events.
- Agboola, W. (2014). Social Work and Environmental Justice: A Global Perspective.