Teaching Note—Witnessing Microaggressions

BSW Students’ Responses to Vignettes

Bibliographic Data

ID21619154
AuthorsRebecca G Mirick (0000-0002-5191-6874, Schlumberger (Ireland), corresponding author), Ashley Davis (0000-0003-3426-6096)
Year2022
Volume58
Issue4
Pages794-801
Publication date2022-10-02
Open AccessNo
TypeARTICLE
VenueJournal of Social Work Education (JOURNAL)
Journal identifiersISSN: 1043-7797 • E-ISSN: 2163-5811
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10437797.2021.1969301
OpenAlexW3204189986
LanguageEN
References cited20

Social work students need to develop skills to respond to microaggressions targeting people from marginalized social identity groups. In this qualitative study, BSW students and recent graduates (N=20) were presented with 10 five vignettes based on real-life examples from social work classrooms. Through semi-structured interviews, students shared their perspectives about whether, and how, each situation should be addressed by witnesses. Interviews were analyzed using thematic analysis. Themes included the ethical obligation to intervene, confidence, allyship, the value of self-advocacy, and the effect on the targeted students. Primary themes about intervention included address politely, call out instructor, do nothing, check in with the student, and advocate with administrators. Implications for supporting students’ awareness and skills in responding to microaggressions are discussed

Medical education · Obligation · Pedagogy · Qualitative research · Social science · Sociology · Thematic analysis · Counseling Practices and Supervision · Medicine · Psychology · Social Psychology · Social Work Education and Practice · Workplace Violence and Bullying · Social Work

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