Feminist Social Work Education in Mainstream and Nonmainstream Classrooms

Abstract

Women's courses continue to face questions about their contribution to the social work curriculum and their relevance for mainstream and nonmainstream students. The study described in this article compared the effects of feminist social work education in three classes of predominately white students with those in one class of native Canadian and immigrant students. In all the classes, the students' feminist identification increased, practice approaches changed, and self-esteem was enhanced. The effects in the nonmainstream class equaled or surpassed those in the mainstream classes. The authors specify the process by which the students incorporated a gender awareness into their personal lives and professional stance.