Equity Case Studies Report - School of Social Work - University of ...

UBC school of social work equity and diversity strategic plan: A compilation of case studies 81
Climate
Despite the attempts of Schools of Social Work to embrace equity and create ‘safe
spaces’ for students to practice self-reflection and exploration, Social Work education is not
separate from the institutions that they exist within, which are often “vehicles for containment
and silencing” (Chan, 2005, p. 141). Academic sites, including Schools of Social Work, are
political sites. Examples of the challenges inherent in addressing climate and collegiality
surfaced during many of the interviews for the individual case studies. Although there are
challenges in addressing all aspects of equity and diversity within Schools of Social Work, and
educational sites as a whole, there is often an even greater disjuncture between policy and
practice in addressing equity issues in classroom and school climate, and the difficulties to even
put policies in place for ‘equitable climates’. Safe spaces and climate are difficult to measure.
While numbers of self-identified minoritized and underrepresented students, faculty, and staff
admitted and hired can be measured to examine equity in student admissions and faculty hiring,
such an evaluation of ‘outcomes’ is not as easily obtained in terms of climate. Furthermore,
climate is often intertwined with
other elements of equity/inequity,
such as the retention of students
and faculty, curriculum, and
Although there are challenges in addressing all aspects of equity
and diversity within Schools of Social Work, and educational
sites as a whole, there is often an even greater disjuncture
between policy and practice in addressing equity issues in
classroom and school climate, and the difficulties to even put
policies in place for ‘equitable climates’.
pedagogy.
Williams (2003) discusses pedagogical practices and strategies that can guide
improvements in climate. She provides examples of common ‘best practices’, such as exposure
to biographies, readings and presentations, and reflective writing assignments. She also notes the
importance of dedicating additional attention to facilitated group learning, by spending time and